May We Take the Test as a Group? Examining Group Processes and Member Learning in a Collaborative Testing Environment
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| Title: | May We Take the Test as a Group? Examining Group Processes and Member Learning in a Collaborative Testing Environment |
|---|---|
| Language: | English |
| Authors: | Rayne Bozeman (ORCID |
| Source: | Active Learning in Higher Education. 2024 25(3):439-454. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Testing, Group Testing, Cooperative Learning, Learning Experience, Individual Differences, Group Dynamics, Scores, Groups, Differences, Test Items, Academic Achievement, Group Unity, Undergraduate Students, Predominantly White Institutions, Social Psychology, Courses, Individual Testing |
| DOI: | 10.1177/14697874231163340 |
| ISSN: | 1469-7874 1741-2625 |
| Abstract: | Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test versus a two-phase test (Study 1 n = 180, Study 2 n = 60) to determine the impact of collaborative testing on recalling factual and application based test items. We also assessed various aspects of group dynamics (e.g. liking). Both studies showed several benefits to collaborative testing with few costs: students enjoyed collaborative testing and the performance benefits were stronger for lower scoring students and integrative versus factual test items. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448780 |
| Database: | ERIC |
| Abstract: | Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test versus a two-phase test (Study 1 n = 180, Study 2 n = 60) to determine the impact of collaborative testing on recalling factual and application based test items. We also assessed various aspects of group dynamics (e.g. liking). Both studies showed several benefits to collaborative testing with few costs: students enjoyed collaborative testing and the performance benefits were stronger for lower scoring students and integrative versus factual test items. |
|---|---|
| ISSN: | 1469-7874 1741-2625 |
| DOI: | 10.1177/14697874231163340 |
