Student Interaction Characteristics during Collaborative Group Testing

Autor/inn/en	Giuliodori, Mauricio J.; Lujan, Heidi L.; DiCarlo, Stephen E.
Titel	Student Interaction Characteristics during Collaborative Group Testing
Quelle	In: Advances in Physiology Education, 33 (2009) 1, S.24-29 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.90161.2008
Schlagwörter	Feedback (Response); Group Testing; Mastery Tests; Physiology; Test Items; Science Instruction; Veterinary Medicine; Student Evaluation; Undergraduate Students; Academic Achievement; Foreign Countries; Argentina + Suchen Sie Ihr Suchwort? Gruppentest; Physiologie; Test content; Testaufgabe; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Tiermedizin; Schulnote; Studentische Bewertung; Schulleistung; Ausland; Argentinien
Abstract	We used collaborative testing in a veterinary physiology course (65 students) to answer the following questions: 1) do students with individual correct responses or students with individual incorrect responses change their answers during group testing? and 2) do high-performing students make the decisions, that is, are low-performing students carried by high-performing peers? To address these questions, students first completed the exam in the traditional format as individuals. After completing the exam as individuals, students completed the same exam in groups of two. Finally, the same questions were discussed by the instructor and students (instructor feedback). We found that students with individual incorrect responses changed their answers during group testing more often than students with individual correct responses (odds ratio: 7.58, P less than 0.01). Furthermore, student feedback was more beneficial when group members had different individual answers than when they had same individual answers (P less than 0.05). In addition, when group members had different individual answers, more answers were changed to correct responses than to incorrect responses (77% vs. 23%, P less than 0.01). It was more important to have the correct answer than to be the high-performing student, because the student with the correct response (being either the high- or low-performing student) generally prevailed ([approximately] 80% of the time, P = 0.5). Finally, the positive effects of group testing (77% of total effects, P less than 0.05) were due to students who changed their individual answer to the correct response after discussion with peers with the correct response and also with the incorrect individual response. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10