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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 0000-0002-8345-2699), Robyn K. Mallett, Linas Mitchell, R. Scott Tindale
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
FullText Text:
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  Data: May We Take the Test as a Group? Examining Group Processes and Member Learning in a Collaborative Testing Environment
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  Data: <searchLink fieldCode="AR" term="%22Rayne+Bozeman%22">Rayne Bozeman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8345-2699">0000-0002-8345-2699</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robyn+K%2E+Mallett%22">Robyn K. Mallett</searchLink><br /><searchLink fieldCode="AR" term="%22Linas+Mitchell%22">Linas Mitchell</searchLink><br /><searchLink fieldCode="AR" term="%22R%2E+Scott+Tindale%22">R. Scott Tindale</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. 2024 25(3):439-454.
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  Data: 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
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  Data: 10.1177/14697874231163340
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  Data: 1469-7874<br />1741-2625
– Name: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1448780
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1448780
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        Value: 10.1177/14697874231163340
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 439
    Subjects:
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Group Testing
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      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Learning Experience
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      – SubjectFull: Individual Differences
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      – SubjectFull: Scores
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      – SubjectFull: Groups
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      – SubjectFull: Differences
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      – SubjectFull: Test Items
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Group Unity
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      – SubjectFull: Predominantly White Institutions
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      – SubjectFull: Courses
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      – SubjectFull: Individual Testing
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    Titles:
      – TitleFull: May We Take the Test as a Group? Examining Group Processes and Member Learning in a Collaborative Testing Environment
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