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.

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.