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首页> 外文期刊>CBE Life Sciences Education >Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class
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Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class

机译：大规模入学生物学入门课程中的协作测试可以提高性能，但不能保留内容

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Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals.
机译：协作测试已显示可以提高性能，但并不总是可以保留内容。在这项研究中，我们调查了协作测试是否可以在大型的入门生物学课程中同时提高性能和内容保留率。根据学生在考试1中的表现将他们随机分为两组。每组在考试1中每个年级类别（“ A”-“ F”）中的学生得分均相等。一个学期作为个人。对于考试2，一组学生在单独进行考试后立即第二小组再次参加考试。另一组遵循相同的格式进行考试3。比较个人和组考试成绩，以确定成绩差异。除考试1外，所有课程均包含上一考试的部分累积问题。比较了两组考试3和4的累积试题表现，以确定内容保留率是否存在显着差异。尽管小组测试的分数明显高于个人测试的分数，但参加协作测试的学生在累积性问题上的表现与以个人身份参加之前考试的学生没有什么不同。

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