Collaborative testing: the effect of group formation process on overall student performance

With increased focus on student preparation for high-stakes licensure exams, there is more interest in alternate forms of content delivery and assessment. This interest has focused on factors within the learning environment that may impact student's course performance and program progress. In t...

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Published in:The Journal of chiropractic education 2011-01, Vol.25 (1), p.11-15
Main Authors: Nafziger, Rita, Meseke, Jamie K, Meseke, Christopher A
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Meseke, Jamie K
Meseke, Christopher A
description With increased focus on student preparation for high-stakes licensure exams, there is more interest in alternate forms of content delivery and assessment. This interest has focused on factors within the learning environment that may impact student's course performance and program progress. In this project, the impact of the method of group determination (random assignment vs. student selection) on student performance in a neuroanatomy course within a collaborative testing environment is examined. THE COURSE PERFORMANCE OF TWO COHORTS (COHORT ONE: randomized grouping = 80; cohort two: student-selected grouping = 82) were compared. All students completed weekly quizzes within collaborative groups, while completing unit exams individually. The mean sum of both the quiz scores and examination scores were compared. While the two groups differed (Wilks' lambda = 0.211; F = 53.541; df = 10,143; p 
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title Collaborative testing: the effect of group formation process on overall student performance
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