Abstract:

Short-term, timed examinations, that rely largely on memorization of concepts, and without a mechanism for students to seek additional information, are likely not the best real-world assessment tools. Rather, some instructors utilize take-home examinations as a way to assess synthesis and application of knowledge through higher-level cognitive skills. Take-home examinations bring additional problems, including how to assure against collaboration with other students. However, recent literature suggests that encouraging student collaboration on examinations may enhance student learning and may be an appropriate and authentic assessment tool. Thus, the purpose of this survey study is two-fold. First, survey questions seek to determine the extent to which students work alone, without collaboration, on take-home examinations. Second, additional questions gather student perspectives on the benefit of both take-home examinations and collaborative work. The study surveys undergraduate students who previously completed rigorous, comprehensive take-home final examinations. The students had been instructed to complete the examinations individually, without consulting others. Several months later, these students were surveyed to determine to what extent their examination responses were, indeed, completed without input from others. Additionally, students were asked various questions to determine to what extent the students thought their learning was, or could have been, enhanced by collaborative effort. Results of student survey responses generally corroborate current literature suggesting that student assessment through well-designed collaborative activities is not only more appealing to students, but also a better measure of students’ higher-level cognitive skills in real-life situations.