Requiring students to justify answer changes during collaborative testing may be necessary for improved academic performance* | Zendy

Niu Zhang | Zendy; Charles Henderson | Zendy

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Requiring students to justify answer changes during collaborative testing may be necessary for improved academic performance*

Author(s) -

Niu Zhang,

Charles Henderson

Publication year - 2017

Publication title -

journal of chiropractic education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.307

H-Index - 5

eISSN - 2374-250X

pISSN - 1042-5055

DOI - 10.7899/jce-16-5

Subject(s) - comprehension , recall , chiropractic , test (biology) , control (management) , medical education , note taking , mathematics education , psychology , computer science , medicine , cognitive psychology , alternative medicine , artificial intelligence , pathology , paleontology , biology , programming language

Three hypotheses were tested in a chiropractic education program: (1) Collaborative topic-specific exams during a course would enhance student performance on a noncollaborative final exam administered at the end-of-term, compared to students given traditional (noncollaborative) topic-specific exams during the course. (2) Requiring reasons for answer changes during collaborative topical exams would further enhance final-exam performance. (3) There would be a differential question-type effect on the cumulative final exam, with greater improvement in comprehension question scores compared to simple recall question scores.

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