Collaborative testing, allowing students to work together on the completion of an examination, is used in a wide variety of disciplines. This study examines the impact of this testing technique on knowledge of students in an undergraduate Health Care Issues, Policy and Economics course. Results indicate that although this approach does not increase student knowledge to a statistically significant level, it does increase individual student scores. This increase in examination scores may be of significance to the learner.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.3928/01484834-20110131-06 | DOI Listing |
Publication Analysis
Top Keywords
student knowledge
8
impact double
4
double testing
4
testing student
4
knowledge professional
4
professional issues
4
issues course
4
course collaborative
4
collaborative testing
4
testing allowing
4
Similar Publications
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!