Collaborative Testing: Cognitive and Interpersonal Processes Related to Enhanced Test Performance

Autor/in	Kapitanoff, Susan H.
Titel	Collaborative Testing: Cognitive and Interpersonal Processes Related to Enhanced Test Performance
Quelle	In: Active Learning in Higher Education, 10 (2009) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787408100195
Schlagwörter	Testing; Academic Achievement; Cognitive Processes; Test Anxiety; Cooperative Learning; Correlation; Multiple Choice Tests; Undergraduate Students; Education Majors; Learning Strategies + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Schulleistung; Cognitive process; Kognitiver Prozess; Examination phobia; Testangst; Prüfungsangst; Kooperatives Lernen; Korrelation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Research has demonstrated that collaborative testing, working on tests in groups, leads to improved test scores but the mechanism by which this occurs has not been specified. Three factors were proposed as mediators: cognitive processes, interpersonal interactions and reduced test-anxiety. Thirty-three students completed a multiple-choice exam individually and in two-person collaborative groups. Test anxiety was reduced but was not directly related to increased exam scores. Improved exam scores were directly related to three cognitive processes: remembering information better, an increased ability to think about the information being tested and having good discussions. Both direct and indirect paths between cognitive variables and enhanced test outcomes were found. Good interpersonal interactions were independently related to satisfaction with the collaborative process. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10