poster

Collaborative vs. Traditional

Classroom Testing Reese Van Putten, Skylar Lee, Jayson Martinez,

and Ibrahim Alruwaili

Background and different test types - Ibrahim

[give background on collaborative testing and why it may be beneficial. Give examples of the different types

of testing (look at the survey we made, there is true collaborative and two two-step methods)]

Pros

● Grades, Learning, and Retention - Students learn from older copies of standardized tests

(Volante, 2004).

● Strengthening Life/Career Skills - Students develop essential social skills (Webb, 1997).

● Reducing Stress - Several experts documented evident reduction in anxiety from students

working together during exams (Efu, 2018).

Potential Issues/Cons

● Social loafing: Otherwise known as the “free-rider problem,” this is when a student did not study for the test and allows other students to do the work for them (Webb, 1997)

● Division of Labor: Students working together may split parts of the test to utilize time-management and expertise, which allows students to only know pieces of the course material (Webb, 1997)

● Test Design and Evaluation: Tests grades will be objective to the group and not the individual (Efu, 2018)

● Virtual Testing: There is little research on how collaborative testing could be effectively applied to virtual tests.

Survey Analysis ● Zero Negative Experiences in the Past with

Collaborative Testing (No Yellow) ● 85% of Students who have taken a

Collaborative Test had a Positive Experience

References from Paper Eastridge, J. A., & Benson, W. L. (2020). Comparing Two Models of Collaborative Testing for

Teaching Statistics. Teaching of Psychology, 47(1), 68-73. Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group testing benefits

high- and low-performing students. Advances in physiology education, 32(4), 274–278. https://doi.org/10.1152/advan.00101.2007

Lusk, M., & Conklin, L. (2003). Collaborative testing to promote learning. The Journal of nursing education, 42(3), 121–124.

Marcinek, A. (2011). Importance of collaborative assessment in a 21st century classroom. Edutopia Blog.

Meinster, Martha O. & Rose, Karen C. (1993). Cooperative Testing in Introductory-Level Psychology Courses. [Washington, D.C.] : Distributed by ERIC Clearinghouse, https://eric.ed.gov/?id=ED365406

Shen, J., Cheng, K. E., Bieber, M., & Hiltz, S. R. (2004). Traditional in-class Examination vs. collaborative online examination in asynchronous learning networks: Field evaluation results. AMCIS 2004 Proceedings, 364.

Slusser, S. R., & Erickson, R. J. (2006). Group Quizzes: An Extension of the Collaborative Learning Process. Teaching Sociology, 34(3), 249–262. https://doi.org/10.1177/0092055X0603400304

Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87(3), 406–423. https://doi.org/10.1037/0022-0663.87.3.406

Webb, N. (1997). Assessing Students in Small Collaborative Groups. Theory Into Practice, 36(4), 205-213. Retrieved March 25, 2021, from http://www.jstor.org/stable/1477365

Woody, W. D., Woody, L. K., & Bromley, S. (2008). Anticipated Group versus Individual Examinations: A Classroom Comparison. Teaching of Psychology, 35(1), 13–17. https://doi.org/10.1080/00986280701818540

Volante, L. (2004). Teaching to the Test: What Every Educator and Policy-Maker Should Know. Canadian Journal of Educational Administration and Policy.

Yuretich, R. F., S. A. Khan, R. M. Leckie, and J. J. Clement. 2001. “Active-Learning Methods to Improve Student Performance and Scientific Interest in a Large Introductory Oceanography Course.” Journal of Geoscience Education 49 (2):111–9. doi:10.5408/1089-9995-49.2.111.

Zimbardo, P. G., Wolfe, V. A., & Butler, L. D. (2003). Cooperative College Examinations: More Gain, Less Pain When Students Share Information and Grades. Retrieved February 05, 2021, from https://www.tandfonline.com/doi/pdf/10.1080/00220970309602059?needAccess=true&