Collaborative Testing: An Effective Invitational Strategy for High-Stakes Testing in Nursing

Green, Rebecca; Worthey, Terri P.; Kerven, Jenny

doi:10.3928/01484834-20180420-07

Cited by 15 publications

(21 citation statements)

References 35 publications

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“…In contrast, because there was an increase in content retention with the CT group, student comprehension of course material seems to have increased through the process of discussing the test content with their peers in the collaborative groups. This finding is consistent with the findings of Green et al (2018), who also found CT increased content retention, and Hanna et al (2016), who found students who took tests collaboratively scored significantly higher than students who took tests individually.…”

Section: Discussionsupporting

confidence: 90%

“…First, students take the exam individually; they then take the exam collaboratively in a small group. Researchers have reported that CT improved content retention, decreased test anxiety, improved communication skills, increased individual test scores, and promoted critical thinking and clinical decision-making skills (Billings, 2017; Brodersen, 2017; Green et al, 2018; Helms et al, 2019; Mahoney & Harris-Reeves, 2019). Mahoney and Harris-Reeves (2019) purported that students performed better on higher level thinking questions when tested collaboratively as their ability to solve problems together exceeded their individual abilities.…”

Section: Introductionmentioning

confidence: 99%

“…Research regarding collaborative testing (CT) has demonstrated improved content retention, which positively affects students’ ability to think critically (Green et al, 2018; Mahoney & Harris-Reeves, 2019). The purpose of this study was to explore if CT improved retention as a fundamental first step before progressing to higher order thinking (Oermann & Gaberson, 2021).…”

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confidence: 99%

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A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

et al. 2021

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Nursing faculty look for ways to promote the retention of content so that students can build on that content and apply it to nursing practice. A study was designed to determine differences in content retention between testing collaboratively, which involves students taking an exam collectively within a small group, using an individual notecard, and including written rationale for test answers during collaborative testing. Students who tested collaboratively had significantly higher long-term content retention than students who tested with the other methods.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

et al. 2021

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“…These studies looked at a variety of student populations and across different disciplines in regard to collaborative testing and content retention. [6] With only a couple studies having demonstrated improved content retention with collaborative testing [7,13] educators need to be mindful that although the benefits of teamwork, communication, and collaboration have been determined, more research in the area of content retention needs to be done. Our current study results add to the growing body of evidence that collaborative testing does assist with content retention.…”

Section: Discussionmentioning

confidence: 99%

Nursing student perception and performance with collaborative testing

Rogers

Gaffney²,

Caulfield³

2021

JNEP

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Background and objective: Collaboration is an important and necessary skill to function effectively within the practice of nursing and inter-professional teams. The purpose of this pilot study was to examine the impact of collaborative testing on nursing student content retention and student perception of the collaborative testing process.Methods: A convenience sample of nursing students (n = 95) were grouped in random pairs and permitted to collaborate on exam 3 (of 5) in an entry level medical surgical nursing course. Students were surveyed with the 13-item survey, Student Evaluation of Collaborative Testing, after the collaborative exam.Results and conclusions: There was a strong, positive correlation between students’ exam 3 grades and the number of correct responses to exam 3 content items on the final exam, r = .511, p < .001. For every one-point increase on exam 3 grades, the number of correct responses on exam 3 content on the final exam increased by .511. As such, students who scored higher on exam 3 also had more correct responses to exam 3 content on the final exam. There was a strong, positive correlation between students’ exam 3 and final exam scores, r = .536, p < .001. It may (or may not) be the case that students’ who perceived collaborative learning more positively were more impacted by the collaborative learning experience, resulting in higher scores on the final exam.

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“…Some of the reported academic benefits include enhanced test performance, increased knowledge retention, and improved understanding of course material due to immediate feedback. Furthermore, some of the other reported outcomes for students are increased motivation to learn, higher student engagement in the learning process, development of team-building and teamwork skills, enhanced communication skills, positive peer-relationships, and as mentioned above, decreased exam anxiety. − With respect to exam anxiety, although there is a perceived decrease in exam anxiety when two-stage testing is implemented, there is no general consensus in the literature on whether two-stage testing alone significantly decreases exam anxiety compared to traditional one-stage methods of testing. ,, …”

Section: Introductionmentioning

confidence: 99%

Two-Stage Testing Reduces Student-Perceived Exam Anxiety in Introductory Chemistry

2021

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Two-stage quizzes and exams were implemented for both in-class quizzes and term tests in three sections of first-year General (Introductory) Chemistry. In the first stage, students completed the exam individually and submitted their papers. In the second stage, students collaborated with peers to complete a subset of the exam questions. The aim of the first stage was to evaluate students’ individual knowledge, while the second stage provided an opportunity for peer-led learning. Exam scores were calculated as a blend of scores on the two stages, between 80 and 85% for the first (individual) stage and 20–15% for the second (collaborative) stage. Students’ (total n = 129) written responses to open-ended questions in a long-answer student survey comparing two-stage and one-stage (in which there is only the individual portion) tests were qualitatively coded by thematic analysis, with themes developed through a grounded theory approach. The most significant conclusion was that students perceived that the two-stage test format helped to partially (but by no means fully) alleviate student exam anxiety when compared to a traditional one-stage test. Student responses were primarily positive about the two-stage format rather than negative about the one-stage format. The most common themes that emerged from student responses centered on: (1) improvement in grades, (2) positive discussion with peers, (3) immediate feedback from peers, and (4) less (perceived) pressure. Finally, students also expressed a very strong overall preference for two-stage over one-stage tests.

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Collaborative Testing: An Effective Invitational Strategy for High-Stakes Testing in Nursing

Cited by 15 publications

References 35 publications

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

Nursing student perception and performance with collaborative testing

Two-Stage Testing Reduces Student-Perceived Exam Anxiety in Introductory Chemistry

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