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Advan. Physiol. Edu. 26: 37-41, 2002;
1043-4046/02 $5.00
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ADV PHYSIOL EDUC 26:37-41, 2002
© 2002 American Physiological Society

HOW WE TEACH

Collaborative testing enhances student learning

Sumangala P. Rao, Heidi L. Collins and Stephen E. DiCarlo

Department of Physiology, Wayne State University School of Medicine, Detroit, Michigan 48201

Abstract

Examinations and quizzes should be used as learning as well as assessment tools. To achieve this goal, an assessment procedure was developed to enhance as well as assess student learning. Students were tested on four different topics of cardiovascular physiology. Each topic was tested by a different type of quiz (fill in the blanks, single best response multiple choice, short essay, or true/false). The students first completed a quiz individually. Once the quiz was completed individually, the students completed the same quiz in groups. Eighty percent of the score on the quiz was based on the individual results, and 20% of the score on the quiz was based on the group results. The performance on the quizzes was significantly higher (P < 0.001) when students completed the quizzes in groups than when they completed the quizzes individually. Results document that completing the quizzes in groups enhances the understanding of the material. In addition, students rated this format superior to the traditional method.

Key words: cooperative learning; quizzes; assessment




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