The Impact of Co-Creation: An Analysis of the Effectiveness of Student Authored Multiple Choice Questions on Achievement of Learning Outcomes

Autor/inn/en	Doyle, Elaine; Buckley, Patrick
Titel	The Impact of Co-Creation: An Analysis of the Effectiveness of Student Authored Multiple Choice Questions on Achievement of Learning Outcomes
Quelle	In: Interactive Learning Environments, 30 (2022) 9, S.1726-1735 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doyle, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1777166
Schlagwörter	Multiple Choice Tests; Student Participation; Test Construction; Academic Achievement; Constructivism (Learning); Higher Education; Undergraduate Students; Test Items; Outcomes of Education; Student Developed Materials; Assignments; Correlation; Learning Processes; Online Courses; Peer Teaching; Cooperative Learning; Communities of Practice; Taxes; Business Administration Education; Learning Management Systems + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testaufbau; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Test content; Testaufgabe; Lernleistung; Schulerfolg; Assignment; Auftrag; Zuweisung; Korrelation; Learning process; Lernprozess; Online course; Online-Kurs; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Community; Abgabe
Abstract	While research and practice centred around students and academics working together to co-create in the higher level sector has increased, co-creation in assessment remains relatively rare in a higher education context. It is acknowledged in the literature that deeper comprehension of content can be realised when students author their own questions and solutions, rather than just answering teacher-designed questions. However, to date, studies measuring the impact of students co-creating assessment instruments on academic performance are limited. Situated within a constructivist learning paradigm, this study examines the effect on academic performance of students creating their own multiple-choice questions using an on-line peer-learning environment. We use a novel experimental approach, designed to overcome many of the acknowledged limitations of prior studies, to quantitatively measure the effectiveness of the co-creation assignment on student learning. We find that co-creation has a statistically significant impact on their academic performance in relevant topic in the end-of-semester exam. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01