Anticipated Group versus Individual Examinations: A Classroom Comparison

Autor/inn/en	Woody, William Douglas; Woody, Lisa K.; Bromley, Susan
Titel	Anticipated Group versus Individual Examinations: A Classroom Comparison
Quelle	In: Teaching of Psychology, 35 (2008) 1, S.13-17 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Individual Testing; Group Testing; Psychology; Teaching Methods; Classroom Techniques; Intermode Differences; Comparative Testing; Undergraduate Students; Retention (Psychology); Mnemonics + Suchen Sie Ihr Suchwort? Persönlichkeitstest; Gruppentest; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Merkfähigkeit; Mnemotechnik
Abstract	Instructors across disciplines continue to seek methods to improve students' retention of class material. One potential method for increasing retention is the use of collaborative, or group, testing. We tested the hypothesis that group testing would lead to greater retention than individual testing. Two instructors, teaching 2 sections of their respective courses, alternated testing formats across the 2 courses. Participants were 147 students from 4 separate undergraduate psychology courses (2 per instructor). Participants taking the group test initially scored higher than those taking the individual test. However, after 3 weeks, with retesting on a subset of questions, there was no significant difference in retention between group versus individual test takers. These findings call into question the value of collaborative testing. (Contains 2 tables, 2 notes and 1 footnote.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10