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

Purpose: 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 attitudes, satisfaction, and learning in a collaborative testing environment.

Introduction: This study examined the effect of collaborative testing on student learning, attitude toward testing, and course satisfaction at a chiropractic college.

Methods: THE STUDY COMPARED TESTING PERFORMANCE BETWEEN TWO COHORTS OF STUDENTS TAKING AN ADVANCED NEUROANATOMY COURSE: a control group (n = 78) and an experimental group (n = 80). Scores examined for each cohort included sums of quizzes, examination scores, and a comprehensive final examination.

Impact of collaborative testing on student performance and satisfaction in a chiropractic science course.

Objective: The purpose of this study is to examine student performance and attitudes within both collaborative testing and traditional (solo) testing environments in an upper level chiropractic technique course.

Methods: Students in the experimental group (n = 43) were randomly assigned to 1 of 10 teams (each team typically containing 4-5 students), with teams differing for each of the 3-unit examinations. The control group (n = 46) received the same unit examinations but completed them as individuals.

Student course performance and collaborative testing: a prospective follow-on study.

Objective: This prospective study evaluated the efficacy of collaborative testing on student performance at a chiropractic college.

Methods: This study compared testing performance between 2 cohorts of chiropractic students taking a neuroanatomy course: a control group (n = 73) and an experimental group (n = 80). Scores examined for each cohort included weekly quizzes, unit examinations, and a comprehensive final examination.

Facilitating the learning process: a pilot study of collaborative testing vs individualistic testing in the chiropractic college setting.

Objective: This pilot study examines the effect collaborative testing has on achievement of students taking a basic science course at a chiropractic college.

Methods: The grades of 2 cohorts of students taking a basic science course were compared: the control group from the first academic term (n = 73) and the experimental group from the second academic term (n = 41). The control cohort completed weekly quizzes as individuals.

Principal components analysis of the atlas vertebra.

Objective: This project explored morphological asymmetry of the atlas by comparing multiple structural variables bilaterally using multivariate statistics.

Methods: Two hundred thirty-seven atlases were obtained from the Hamann-Todd Osteological Collection (Cleveland Museum of Natural History, Cleveland, Ohio). The following dimensions were bilaterally measured: anteroposterior length of the superior articular facet, width of the superior articular facet, length of the transverse process, width of the vertebral canal, anteroposterior diameter of the inferior facet, height of the lateral mass, transverse diameter of the inferior articular facet, width of the inferior lateral mass, slope of the inferior facet, convergence angle of the superior facet, circumference of the inferior articular facet, and circumference of the superior articular facet.