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dc.contributor.authorHeadrick, Jonathon
dc.contributor.authorHarris-Reeves, Brooke
dc.contributor.authorDaly-Olm, Talei
dc.date.accessioned2021-11-05T04:21:24Z
dc.date.available2021-11-05T04:21:24Z
dc.date.issued2021
dc.identifier.issn1449-9789
dc.identifier.doi10.53761/1.18.6.11
dc.identifier.urihttp://hdl.handle.net/10072/409862
dc.description.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 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>
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherUniversity of Wollongong
dc.relation.ispartofissue6
dc.relation.ispartofjournalJournal of University Teaching & Learning Practice
dc.relation.ispartofvolume18
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsActive learning
dc.subject.keywordscollaborative testing
dc.subject.keywordscooperative learning
dc.titleCollaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationHeadrick, J; Harris-Reeves, B; Daly-Olm, T, Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions, Journal of University Teaching & Learning Practice, 2021, 18 (6)
dc.date.updated2021-11-04T22:17:31Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorHeadrick, Jonathon
gro.griffith.authorHarris-Reeves, Brooke E.
gro.griffith.authorDaly-Olm, Talei O.


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