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Achieving Harmony: Tuning into Practice
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Friday, June 19 • 9:30am - 10:15am
CON11.09 - Deeper learning, increased student satisfaction and metacognitive gains through collaborative testing with immediate feedback

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Assessment in post secondary education tends to be on an individual basis, despite the fact that having to express and explain reasoning, and reach consensus with colleagues are valuable skills in the workplace. Harmonizing these discrepancies can be achieved by introducing collaboration into evaluation, a technique that can be used even in large classes where multiple-choice tests tend to be the norm. 2-stage midterm exams, described by Gilley & Clarkston (2014), were used in very different programs, with overwhelmingly positive student review. We will provide preliminary experimental data, reporting on a new addition to collaborative testing: providing immediate feedback to students during collaboration. Using the Immediate Feedback Assessment Technique (IF-AT) (Epstein, 2001), answers to questions are revealed using scratch cards. Groups of students have multiple chances to discuss, should their first answer be incorrect, with partial credit awarded for subsequent attempts. Self-assessment and self-learning are promoted with immediate feedback, important facets of metacognitive skill development that can lead to improved individual academic performance (Carvalho, 2010). In addition to boosting confidence, we hypothesize that providing feedback at a moment when students are most receptive for the guided answer also promotes retention, and substantially overcomes the drawbacks from mark inflation due to collaborative testing without feedback (Molsbee, 2013). Our hands-on session will include a simulation of the procedure by engaging participants in a collaborative setting with feedback, along with providing tips for implementation in your classroom. We will discuss the pros and cons of various protocol decisions to fine-tune this new practice.


Carvalho, M. K. F. (2010). Assessing changes in performance and monitoring processes in individual and collaborative tests according to students' metacognitive skills. European Journal of Cognitive Psychology, 22(7), 1107-1136.

Epstein, M.L., Epstein B.B., and Brosvic, G.M. (2001). Immediate Feedback During Academic Testing. Psychological Reports, 88(3 Pt 1), 889-894.

Gilley, B. H. & Clarkston, B. (2014). Collaborative Testing: Evidence of Learning in a Controlled In-Class study of Undergraduate Students. Journal of College Science Teaching, 43(3), 83-91.

Molsbee, C.P. (2013). Collaborative Testing and Mixed Results. Teaching and Learning in Nursing, 8, 22-25.

Friday June 19, 2015 9:30am - 10:15am PDT
Salon 1

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