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Learning during a collaborative final exam
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. (Linnaeus Centre HEAD, Swedish Institute for Disability Research)
2012 (English)In: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 18, no 4, 321-332 p.Article in journal (Refereed) Published
Abstract [en]

Collaborative testing has been suggested to serve as a good learning activity, for example, compared to individual testing. The aim of the present study was to measure learning at different levels of knowledge during a collaborative final exam in a course in basic methods and statistical procedures. Results on pre- and post-tests taken individually (N = 30) before and after the collaborative part of the final exam confirmed learning effects at the uni- and multi-structural levels, as well as on the relational level of Biggs’ structure of the observed learning outcome (SOLO) taxonomy (Biggs & Collins, 1982). Low performers at pre-test raised their test scores more than high performers. No differences could be generalized at the extended level of knowledge. Results also suggest that it might be preferable to collaborate without first deciding on questions individually. The experimental design can be applied when evaluating learning, at different levels of knowledge, during a variety of learning activities.

Place, publisher, year, edition, pages
2012. Vol. 18, no 4, 321-332 p.
National Category
Humanities Learning
URN: urn:nbn:se:liu:diva-77640DOI: 10.1080/13803611.2012.674689OAI: diva2:528169
Available from: 2012-05-24 Created: 2012-05-24 Last updated: 2012-12-03

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Dahlström, Örjan
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Department of Behavioural Sciences and LearningFaculty of Arts and Sciences
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