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  • Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions

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    Headrick519248-Published.pdf (454.3Kb)
    File version
    Version of Record (VoR)
    Author(s)
    Headrick, Jonathon
    Harris-Reeves, Brooke
    Daly-Olm, Talei
    Griffith University Author(s)
    Headrick, Jonathon
    Harris-Reeves, Brooke E.
    Daly-Olm, Talei O.
    Year published
    2021
    Metadata
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    Abstract
    <jats:p>Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would ...
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    <jats:p>Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would perceive the collaborative testing opportunities as more beneficial than third-years given their limited formative experiences with university assessment. Further, it was expected that students would generally perform at a higher level on collaborative versus individual tests in line with previous work. Student performance and perceptions of collaborative testing were collected on two occasions within a semester over a period of two years in both a first-year and third-year course. Quantitative and qualitative results revealed that first-year students were more receptive and perceived more benefits relating to collaborative testing than third-years despite the fact both cohorts generally performed at a higher standard on the collaborative versus individual components. These findings suggest that while collaborative testing is considered beneficial to most, if not all, students, the benefits appear to be greater for first-year student cohorts.</jats:p>
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    Journal Title
    Journal of University Teaching & Learning Practice
    Volume
    18
    Issue
    6
    DOI
    https://doi.org/10.53761/1.18.6.11
    Copyright Statement
    © 2021 University of Wollongong. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education systems
    Curriculum and pedagogy
    Social Sciences
    Education & Educational Research
    Active learning
    collaborative testing
    cooperative learning
    Publication URI
    http://hdl.handle.net/10072/409862
    Collection
    • Journal articles

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