Examining the Role of Collaborative Assessment in a Didactic Dental Hygiene Course

Abstract

The purpose of this study was to evaluate a technique known as collaborative assessment considering students' and faculty members' perceptions of the value and utility of this approach. Twenty-eight dental hygiene students took eight individual assessments (quizzes) immediately followed by completion of the same assessment in a five-member peer group as part of a didactic dental hygiene course. At the end of the semester, student perceptions and course performance were examined. Faculty perceptions were also collected. A paired samples t-test was conducted to compare student performance on individual and group assessments. Students reported that this collaborative assessment approach enhanced their learning, provided them with experience in defending their answers, and decreased stress. Concerns for fairness and individual accountability were noted by both students and faculty. The mean group score for all quizzes combined (M=91 percent, SD=2 percent) was significantly higher by 16 percentage points (91 percent versus 75 percent) than the mean individual score for all quizzes combined (M=75 percent, SD=8 percent), t(27)=11.61, α=.05, p<.0005. This study suggests that additional measures are needed to ensure individual preparation and accountability when using the collaborative assessment process as a learning strategy with dental hygiene students.

Effect of Collaborative Group Testing on Dental Students’ Performance and Perceived Learning in an Introductory Comprehensive Care Course

“…Another anticipated risk was student opposition to group work. Keselyak et al found that students may not want to be held accountable for their peers’ performance, especially if a consensus was not arrived at on answers for the collaborative portion of the exams 23 . In my study, this risk was mitigated by allowing students to maintain their original answers, as students were not required to come to a consensus, but only that they engage in the collaborative process.…”

“…One of the concerns about CGT is the potential for students to not study, but rather to rely on their partner in the collaborative portion of the exam. One study found that students were apprehensive about peer accountability since the teams had to come to a consensus answer on test questions 23 . Those researchers were unable to account for students who did not prepare for/hold their own weight and expected the grade from the group test to carry them through.…”

“…Those items were modified from a validated tool created by Giuliodori et al for a study in a veterinary physiology course 15 . The questionnaire also had five open‐ended questions, which were modified from a validated tool created by Keselyak et al 23 …”

“…This method has been used successfully in nursing education 8 , 11 – 14 and veterinary education 15 and in undergraduate courses in science, 16 – 19 math, 9 theatre, 20 and social science 7 , 10 , 21 . Two studies have been published on collaborative assessment methods in dentistry 22 , 23 . In Keselyak et al's study in a didactic course at a dental hygiene program, eight individual assessments were administered over the course of the semester immediately followed by assessment with groups of five students 23 .…”

“…Two studies have been published on collaborative assessment methods in dentistry 22 , 23 . In Keselyak et al's study in a didactic course at a dental hygiene program, eight individual assessments were administered over the course of the semester immediately followed by assessment with groups of five students 23 . An end‐of‐course questionnaire in that study found that student and faculty perceptions of collaborative assessment were favorable, and the mean group test score was significantly higher than the mean individual test score.…”