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Wednesday, June 22 • 16:45 - 18:00
POSTER.49 - Collaborative testing: Are two (or more) heads better than one?

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Collaborative (2-stage) testing is an assessment strategy that has been shown to improve student performance on multiple-choice exams, and to increase short-term knowledge retention compared to traditional testing strategies (Gilley & Clarkston, 2014; Rao et al., 2002). The purpose of this study was therefore to determine if 2-stage testing improves student performance on long-answer questions and additionally, whether 2-stage testing increases long-term knowledge retention beyond one week, as these are areas that have not yet been addressed (Bloom, 2009; Cortright et al., 2003). Two undergraduate courses (Exercise Physiology, n = 94 and Biochemistry, n = 56) administered identical protocols involving an in-class 2-stage midterm containing multiple-choice (MC) and long-answer (LA) questions, an unannounced individual short-term retention test 1 week later that was followed by an instructor-led review of the midterm, and lastly a long-term retention test 6 weeks later. Performance was measured as the grade difference between the collaborative and individual midterms, and retention as the grade difference between each retention test and the individual midterm. 2-stage testing was found to significantly improve performance on both MC and LA questions (16.5% ± 1.29% vs. 20.6% ± 1.41%, p


Genevieve Newton

Genevieve Newton is an Assistant Professor in the Department of Human Health & Nutritional Sciences at the University of Guelph, and the secretary for SoTL Canada. Genevieve conducts SoTL research in several areas, including case-based learning, educational technologies (such as mobile applications and lecture capture), and collaborative testing.

Rebecca Rajakaruna

Rebecca Rajakaruna is a fourth year Biomedical Sciences student at the University of Guelph. Rebecca has a keen interest in higher education, and has been conducting research in the area of assessment for several semesters. She is also a Supported Learning Group leader.

Kerry Ritchie

Dr. Kerry Ritchie is an Assistant Professor in the Department of Human Health and Nutritional Sciences at the University of Guelph. Her SoTL research focuses on strategies for teaching critical thinking and communication skills, with special attention given to novel methods for scaling these practices to suit large class sizes.

Wednesday June 22, 2016 16:45 - 18:00
Atrium, Physics & Astronomy Building Western University

Attendees (20)

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