Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance

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dc.creator Cooke, James E.
dc.creator Weir, Laura
dc.creator Clarkston, Bridgette
dc.date.accessioned 2021-10-13T17:18:37Z
dc.date.available 2021-10-13T17:18:37Z
dc.date.issued 2019-04-22
dc.identifier.issn 1931-7913
dc.identifier.uri http://library2.smu.ca/xmlui/handle/01/29952
dc.description Published Version en_CA
dc.description.abstract Multistage collaborative exams are implemented to enhance learning and retention of course material. However, the effects of multistage collaborative exams on retention of course content are varied. These discrepancies may be due to a number of factors. To date, studies examining collaborative exams and content retention have used questions that all, or mostly, require students to select an answer, rather than generate one of their own. However, content retention can improve when students generate their own responses. Thus, we examined the effect of collaborative exams with open-ended questions on retention of course content. Retention was measured at two time periods; one relatively shortly (9 days) following a collaborative exam and another over a longer time period (23 days). Furthermore, we examined whether content retention differed for low-, mid-, or high-­performing students. Our results suggest that collaborative exams offer retention benefits at relatively long time periods between pre- and post tests, but not over shorter time periods. Retention varied across students in different performance categories. Our study, the first to use only open-ended questions, showed relatively small effects compared with studies using multiple-choice or fill-in-the-blank format, but still suggest that collaborative exams can aid in content retention. en_CA
dc.description.provenance Submitted by Sherry Briere (sherry.briere@smu.ca) on 2021-10-13T17:18:37Z No. of bitstreams: 1 Weir_Laura_article_2019.pdf: 12290550 bytes, checksum: 85a982643759c66692641042cdb8320d (MD5) en
dc.description.provenance Made available in DSpace on 2021-10-13T17:18:37Z (GMT). No. of bitstreams: 1 Weir_Laura_article_2019.pdf: 12290550 bytes, checksum: 85a982643759c66692641042cdb8320d (MD5) Previous issue date: 2019-04-22 en
dc.language.iso en en_CA
dc.publisher American Society for Cell Biology en_CA
dc.rights © 2019 J. E. Cooke, L. Weir, and B. Clarkston. CBE-Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Non-commercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0)
dc.rights.uri https://doi.org/10.1187/cbe.17-07-0137
dc.title Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance en_CA
dc.type Text en_CA
dcterms.bibliographicCitation CBE-Life Sciences Education 18(2). (2019) en_CA
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© 2019 J. E. Cooke, L. Weir, and B. Clarkston. CBE-Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Non-commercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0)
 
 

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