Testing can measure students' knowledge levels, identify learning deficits, and correct knowledge errors. This article describes an analysis of a Double Testing approach to evaluating student knowledge. Under this approach, each student takes course examinations twice, first individually and then with a group of classmates. Students' final test grades are the average of their individual and group examination scores. Using the Double Testing approach, students' test scores and final course grades increased.
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| http://dx.doi.org/10.3928/01484834-20040301-03 | DOI Listing |
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