A part of 5.3: Inquiry on Teaching and Learning Poster + Talk session.

Reflecting on Two Years of Collaborative Testing: Students’ Learning, Feedback, and Lived Experiences
Danielle Bentley, Assistant Professor, Teaching Stream, Surgery, Division of Anatomy
James Faul, BSc., MSc. Candidate
Victoria Melo, BSc. candidate
Tamara Rosner, PhD,
Matthew Magliozzi, BSc., BSc. and Advanced Diploma candidate
Yashi Ballal, H.BSc, B.MRSC candidate

Research Aim: Two-stage collaborative testing has been shown to improve retention of course material via final exam performance (Cortright et al., 2003; Fournier et al., 2017; Vazquez-Garcia, 2018). These conclusions are drawn from comparisons of independent cohorts which fails to control between-student variables. Therefore, this research determined the educational impact of two-stage collaborative testing while controlling for between-student variables using a robust randomized crossover research design over two years. Methods: Students enrolled (2018: n=97, 2019: n=99) in an introductory anatomy course completed three segmented term tests (TT; 15%-20% each) and one cumulative final exam (40%). For each TT, students first individually completed their exam, then divided to either collaboratively complete the same test in groups (COL condition) or depart with collaborative testing (IND condition). Students were randomly assigned to complete collaborative testing for either TT2 or TT3. Using individualized final exam data, segmented accordingly, robust 2×2 mixed-factor ANOVA determined the impact of previous testing condition (IND vs. COL) on segmented final exam performance. Hypothesis: previous COL testing would augment retention of course material as compared to IND testing. Results: Four students dropped, with 86% (n=165) consenting. Unexpectedly, previous COL testing resulted in lower exam scores (67±19%) as compared to previous IND testing (69±18%) (F(1,164) = 4.125, p<0.05). Self-reported student involvement was high (84%) with the majority (76%) recommending continued use. Preliminary qualitative analysis reveals students perceive collaborative testing as positively influencing feedback, grades, and final exam preparation. Significance: These data are useful to educators considering the true value of collaborative testing.