The effects of collaborative testing on higher order thinking : Do the bright get brighter?

Journal article


Mahoney, John W. and Harris-Reeves, Brooke. (2017). The effects of collaborative testing on higher order thinking : Do the bright get brighter? Active Learning in Higher Education. 20(1), pp. 25-37. https://doi.org/10.1177/1469787417723243
AuthorsMahoney, John W. and Harris-Reeves, Brooke
Abstract

Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on higher order thinking questions under collaborative testing conditions. It was expected that these differences would be equal when comparing students of different academic abilities (i.e. ‘upper’, ‘middle’ and ‘lower’ performers). Undergraduate students completed an individual followed by a collaborative test as part of summative assessment. Analyses revealed that with the exception of upper performers, students performed better overall on the collaborative test. Additionally, regardless of their academic abilities, students performed better on the higher order thinking questions under collaborative conditions. This improvement was equal across different academic abilities, suggesting that collaborative testing promotes higher order thinking even when taking into account previous academic achievement. The acceptability and application of collaborative testing is discussed.

Keywordsactive learning; Bloom’s taxonomy; learning assessment; social interdependence theory
Year2017
JournalActive Learning in Higher Education
Journal citation20 (1), pp. 25-37
PublisherSage Publications Ltd.
ISSN1469-7874
Digital Object Identifier (DOI)https://doi.org/10.1177/1469787417723243
Scopus EID2-s2.0-85061658904
Research or scholarlyResearch
Page range25-37
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online04 Aug 2017
Publication process dates
Deposited15 Jun 2021
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