Student Attitudes, Satisfaction, and Learning in a Collaborative Testing Environment*

Meseke, Christopher A.; Nafziger, Rita; Meseke, Jamie

doi:10.7899/1042-5055-24.1.19

Cited by 27 publications

(38 citation statements)

References 34 publications

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“…19,20 Although we found no systematic studies relating anxiety and test performance in chiropractic students, the existence of substantial anxiety in chiropractic students is widely recognized. 21,22 To our knowledge, this is the first systematic study to examine test anxiety and performance in chiropractic students.…”

Section: Spielberger and Sarasonmentioning

confidence: 99%

Test anxiety and academic performance in chiropractic students*

Zhang¹,

Henderson²

2014

Journal of Chiropractic Education

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Objective:We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods: We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables.Results: Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion: Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

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Section: Spielberger and Sarasonmentioning

confidence: 99%

Test anxiety and academic performance in chiropractic students*

Zhang¹,

Henderson²

2014

Journal of Chiropractic Education

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“…Collaborative testing has been employed as a means to help improve student performance on assessments (Zipp, ; Giuliodori et al, ; Kapitanoff, ; Eastridge, ; Gilley and Clarkston, ; Knierim et al, ; Wissman and Rawson, ; Green et al, ; Lindsley et al, ), reduce test anxiety (Stearns, ; Pandey and Kapitanoff, ), and improve student perception of assessments (Zimbardo et al, ; Meseke et al, ; Rieger and Heiner, ; Guo and Li, ). In the two‐stage format of collaborative testing, students first complete an individual portion, and this is followed by the same examination (or a portion of the examination) in groups.…”

Section: Introductionmentioning

confidence: 99%

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Fournier

Couret

Ramsay

et al. 2017

Anatomical Sciences Ed

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Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two-stage collaborative examinations were implemented to improve test-taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in "C" students when compared to "A" students: P < 0.00006 and "B" students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in "high stakes" courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409-422. © 2017 American Association of Anatomists.

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“…Future research could also examine collaborative testing as a more effective standard assessment strategy across a curriculum (Meseke 2010). Because the game always has to be a challenge for students, some modifications should be introduced in the type of questions and rules or the board game should be used interchangeably with another collaborative method.…”

Section: Further Issuesmentioning

confidence: 99%

Board Game in Physics Classes—a Proposal for a New Method of Student Assessment

Dziob

2018

Res Sci Educ

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The aim of this study was to examine the impact of assessing students' achievements in a physics course in the form of a group board game. Research was conducted in two groups of 131 high school students in Poland. In each school, the research sample was divided into experimental and control groups. Each group was taught by the same teacher and participated in the same courses and tests before the game. Just after finishing the course on waves and vibrations (school 1) and optics (school 2), experimental groups took part in a group board game to assess their knowledge. One week after the game, the experimental and control groups (not involved in the game) took part in the post-tests. Students from the experimental groups performed better in the game than in the tests given before the game. As well their results in the post-tests were significantly higher statistically than students from the control groups. Simultaneously, student's opinions in the experimental groups about the board game as an assessment method were collected in an open-descriptive form and in a short questionnaire, and analyzed. Results showed that students experienced a positive attitude toward the assessment method, a reduction of test anxiety and an increase in their motivation for learning.

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Student Attitudes, Satisfaction, and Learning in a Collaborative Testing Environment*

Cited by 27 publications

References 34 publications

Test anxiety and academic performance in chiropractic students*

Test anxiety and academic performance in chiropractic students*

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Board Game in Physics Classes—a Proposal for a New Method of Student Assessment

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