Abstract:

Instructors often struggle to find the best method to assess student learning. Ideally, examinations should both advance and assess knowledge. Some instructors utilize take-home examinations to allow students an opportunity to demonstrate knowledge through synthesize, application, and higher-level cognitive skills. One problem with take-home examinations is the potential for student collaboration. However, current literature purports that when students are allowed to collaborate during examinations, learning is enhanced. Additionally, examinations that allow student collaboration simulate real-world situations in which an individual’s skills seeking information and problem solving are paramount. An ideal assessment procedure would strike a balance between promoting the synthesis of knowledge that collaboration allows, and fulfilling the need to assess individual learning. In a prior study, students completed a take-home examination on their own and then collaborated with other students to attempt to improve their answers. In the current study, students were allowed and encouraged to collaborate with students to solve examination problems prior to completing the examination on their own. Following this experience, students completed surveys regarding the perceived benefit of the preparatory student collaboration on overall learning and performance on the examination. Additionally, student examination answers were compared to answers from prior semesters to determine whether the preparatory collaborative efforts improved assessment outcomes. Results suggest that the combination of collaboration and individual effort allows students an opportunity to enhance their learning and expand their knowledge.

Keywords:

Collaborative testing, take-home examinations, peer teaching, assessment, undergraduate education.