Team-Based Testing Improves Individual Learning

Autor/inn/en	Vogler, Jane S.; Robinson, Daniel H.
Titel	Team-Based Testing Improves Individual Learning
Quelle	In: Journal of Experimental Education, 84 (2016) 4, S.787-803 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1134420
Schlagwörter	Undergraduate Students; Group Testing; Teamwork; Educational Psychology; Feedback (Response); Cooperative Learning; Academic Achievement; Individual Testing; Scores + Suchen Sie Ihr Suchwort? Gruppentest; Erziehungspsychologie; Pädagogische Psychologie; Kooperatives Lernen; Schulleistung; Persönlichkeitstest
Abstract	In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered until they were correct. Students took the other three tests individually with feedback. All students were individually tested over a portion of this content two weeks later and again after two months. Independent samples t tests revealed that TBT students scored higher when retested two months later than those who took the test individually. Finally, three-fourths of the students reported that they enjoyed TBT more than individual testing. Although TBT requires more class time to administer, it appears to be beneficial for long-term student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01