Collaborative Testing Research Articles

Impact of Collaborative Testing on Academic Performance in Pharmacy Education

ObjectiveTo determine the impact of 2-stage collaborative testing (CT) on academic performance of pharmacy students and to characterize pharmacy student perceptions of CT. MethodsTwo-stage CT was piloted in a 2-course patient assessment sequence within a Doctor of Pharmacy program. Students were randomly allocated into 2 groups and further divided into teams of 4 to 5 students. Student teams alternated taking section examinations in a traditional 1-stage (individual) and 2-stage CT (individual then team) format to establish an experimental design. Near the end of each semester, students individually took a post-test to facilitate assessment of CT on academic performance. A 12-item, anonymous survey instrument assessed student perceptions of 2-stage CT. The group differences in academic performance and survey responses were analyzed statistically. ResultsThere were 128 students enrolled in the course sequence, 123 of whom met the inclusion criteria for assessment of academic performance and 100 of whom completed the survey (response rate = 83%). Generally, students performed better on post-test items initially assessed through 2-stage CT (retention marker) and on post-test items that were answered incorrectly under 2-stage CT conditions (learning marker). Approximately 9 in 10 survey respondents preferred 2-stage CT over traditional 1-stage individual testing, with an equivalent proportion reporting it helped them learn from their mistakes and retain what they learned. There was high-level agreement among respondents that 2-stage CT improved their ability to work as a team and think critically. ConclusionThe implementation of 2-stage CT in a patient assessment course sequence was associated with improved learning and retention and was well-received by students.

The Effect of Group-Individual Collaborative Testing on Primary Students’ Achievement in Reading Test

Collaborative testing—a two-stage testing modality in which students do tests as a group and individually—has been extensively researched and found to improve learning. However, most collaborative testing research has focused on non-English language learning. Therefore, this study examines the effects of group-individual collaborative testing (GICT) on English reading test achievement and student views of GICT. This sequential explanatory mixed-methods study gathered quantitative data from both treatment and control groups, primarily comprising students' correct answers, followed by qualitative insights derived from students' reflections on their learning experiences. Quantitative data demonstrates that GICT had a significant effect on students' reading achievement tests. While the qualitative data reveals that students considered GICT was a good reading testing modality, with some notes on the scoring method. Practice and research implications include 1) using GICT to test other language skills, 2) diversifying group composition, 3) giving more weight to the individual part score because students will retrieve more information during this stage, and 4) instilling collaborative learning values before testing.

Classification of Drug Data Usage Using the K-Means Deep Algorithm to Minimize Drug Stock Shortages (Case Study: South Cikarang Community Health Center)

Efficient utilization of medicines is essential for effective health service delivery, especially in community health centers. This research explores the application of the K-Means clustering algorithm to categorize drug usage data and minimize stock shortages. This research, conducted at the South Cikarang Community Health Center, analyzed drug use patterns to identify drugs with high and low demand. Through data collection, cleaning, and pre-processing, medication use data is converted into a format suitable for clustering analysis. The clustering method approach can be applied to analyze the level of drug use produced by utilizing data sets to record the process of drug data results. The K-Means algorithm model applied has results that show new insights, namely grouping usage levels based on 2 clusters; cluster 1 (C0) is a high potential category consisting of 3.4 data from the tested dataset, and cluster 2 (C1) is Low Potential. Consists of 7.2 tested data, right? Collaborative testing can also produce collaborative testing results that show an average figure of 0.545.

Performance assessment of a new G12/A1 antibody-based rapid ELISA using commercially available and gluten-spiked food samples.

Food products with <20 mg/kg gluten can be labeled 'gluten-free' according to international regulations. Several antibodies-based ELISAs have been develop to track gluten traces in food products. Among them, R5 and G12 antibody-based ELISAs are the frequently used methods. However, these antibodies have certain limitations. We evaluated the accuracy of G12/A1 antibody-based 'Glutentox ELISA Rapid G12' and compared the results with the current reference method i.e., R5 antibody-based 'Ridascreen R5 ELISA'. In the first step, the performance of Glutentox ELISA Rapid G12 kit was inspected by determination of the threshold value i.e., > or <20 mg/kg gluten in different food products. In the second step, quantification accuracy was assessed by quantification of gluten in gluten-free food products spiked with gliadin reference material. In total 47 food products (naturally and labeled gluten-free, and food with traces of gluten) were included. Of them, 29 products were quantified with <20 mg/kg, and 18 with a low level of gluten by both the kits. Six out of 29 gluten-free products were used for the recovery test at different spike levels. Gluten concentration and mean recovery rates of individual kits showed consistency. GlutenTox Rapid G12 ELISA could be an appropriate choice for detecting gluten in food products but needs more in-house validation and collaborative tests.

Research on emission fuel consumption cooperative test of heavy-duty gasoline vehicle under cold start

This paper conducts emissions and fuel consumption collaborative test of heavy-duty gasoline vehicle, which based on cold start with chassis dynamometer, the data analysis uses cold and hot coefficient weighting to evaluate the results. The research shows that the cold start has a great influence on the pollutants and CO2 emissions, which is mainly reflected in the 86.1% higher THC, 98.2% higher NOX, 65.0% higher CO and 34.8% higher CO2 of cold start cycle emissions compared with the hot start cycle emissions. The cold and heat weighted evaluation method can not only assessmen cold start cycle emissions, but also reasonably reflect the impact degree of cold start factors on emissions. The fuel consumption of cold start is 7.2% higher than that of hot start, the cold and heat weighted fuel consumption compared to the average fuel consumption of hot state is 1.0% higher. Therefore, it is necessary to add collaborative testing of emissions and fuel consumption of heavy-duty gasoline vehicles during cold start in the next phase of the standard

Online Collaborative Testing: Design and Implementation in a Large First-Year Undergraduate Course

Online collaborative testing is an approach to assessment that emphasizes technology-mediated learning through interaction with peers. As the COVID-19 pandemic prompted exponential growth in online teamwork, skills for online collaborative problem-solving have become essential for today’s graduates. As such, online collaborative testing can play a crucial role in supporting students to develop these skills. In this paper, we report on how an online collaborative test was implemented in a large first-year undergraduate course. We begin with a review of the literature on online collaborative testing. We then describe how the instructional team designed and administered a synchronous online collaborative midterm exam in which groups worked together to analyze a complex case scenario. Finally, we conclude with a reflection on the strengths and limitations of our approach and opportunities for future design.

Development of Pencak Silat Collaboration Test Instruments for Pencak Silat Athletes in Jambi City

In this research journal, the writer or researcher wants to conduct research on the Development of a Pencak Silat Punch and Kick Collaborative Test Instrument for Pencak Silat Athletes in the City of Jambi. The method used in this research is research and development. The sample used was 16 pencak silat athletes in Jambi City. The results of the study “Development of a Pencak Silat Punch and Kick Collaborative Test Instrument for Jambi City Athletes” were categorized as suitable as a punch and kick collaboration test instrument that could measure the speed and strength of each the punches and kicks of Jambi City’s pencak silat athletes. This can be seen from the results of the assessment of media experts, namely 91.88%, test and measurement experts 100.00%, and material experts in pencak silat 100.00% and based on the results of medium-scale trials, namely 96.30%.

Analysis of the functional performance of the shoulder in swimming athletes with and without a history of injury

Background: Swimmers have a significant potential for shoulder injuries due to the unique nature of the different styles involved in swimming, as well as the high volume of repetitions required during training, which arise through repetitive strain and microtrauma. Injuries are the most frequent due to the repetitive use of the upper limb in overhead movements and factors related to Range of Motion (ROM) and strength. Objective: To analyze the performance of the shoulder of swimming athletes and to verify if there is a difference between athletes with and without a history of injury, as well as to verify the transmission between the performance of this joint with ROM and strength values. Methods: 24 competitive swimmers were evaluated, with an average age of 20 years (± 7.9). The glenohumeral internal rotation deficit (GIRD) and internal and external rotation ROM of the shoulder were evaluated using goniometry. Shoulder functionality was assessed using the closed kinetic chain test for upper limbs (CKCUEST). Handgrip strength was also evaluated with a dynamometer. SPSS software, version 21.0, was used and data were analyzed using Pearson's collaboration test and Student's t test for independent samples. Results: Athletes with a history of injuries had a higher weekly training load, although they did not differ in terms of the number of years practicing the sport. The performance in the CKCUEST was higher in the group without a history of injury (p=0.04) and there was no difference between the groups regarding the variables of total ROM and GIRD, as well as for grip strength. There was change only between the CKCUEST power values with the grip strength (p&lt;0.05, r=0.677). Conclusion: The functional performance of the shoulder is greater in athletes without a history of injury.

The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions

Two-stage testing is a form of collaborative assessment that creates an active learning environment during test taking. In two-stage testing, students first complete an exam individually, and then complete a subset of the same questions as part of a learning team with the ultimate exam score being a weighted average of the individual and team portions. In the second (team-based) part of the exam, students are encouraged to discuss solutions until a consensus among team members is achieved, thus actively engaging students with course material and each other during the exam. A short open-ended survey was administered to students at the end of the semester, and the responses coded by thematic analysis, with themes generated using inductive coding based on the principles of grounded theory. The most important conclusion was that students overwhelmingly preferred two-stage tests for the development of positive peer relationships in class. The most common themes that emerged from student responses involved positive feelings from forced interaction with their peers, the benefits of meeting and socializing with other students, sharing of knowledge with others, and solidarity or positive affect towards the process of working as part of a team. Finally, students also expressed an overall preference for two-stage exams when compared to solely individual, one-stage exams.

Does collaborative testing in the classroom enhance delayed transfer of knowledge?

Does collaborative testing in the classroom enhance delayed transfer of knowledge?

Impact of Collaborative Testing on Academic Performance in Pharmacy Education

Impact of Collaborative Testing on Academic Performance in Pharmacy Education

Collaborative Testing as an Alternative Assessment Technique in Algebra Education

This study aims to analyze the impact of collaborative testing of students’ cognitive and affective learning outcomes in learning algebra in mathematics education. The sample of the study was 33 students of 6th grade. The mixed method approach was employed, using both quantitative and qualitative data collection techniques. Data collection instruments included (a) exams consisting of open-ended questions developed by the researchers to test student attainments in algebra (Algebra Attainment Test), (b) Mathematical Attitudes Scale aiming to determine student attitudes towards math lessons, (c) Exam Anxiety Inventory aiming to determine student exam anxiety levels, and (d) interviews aiming to determine students’ opinions on collaborative testing. According to the analysis of the quantitative data, it was determined that the experimental group's mean score on the algebra attainment test was higher than the control group. But it was not statistically significant. Furthermore in the total mean score of the exam anxiety was found a decrease in the experimental group but it was not significant. However, it was determined that there was a significant difference between the attitudes of the students in the experimental group towards mathematics. The analysis of the qualitative study data revealed that students’ views were both positive and negative on the “cognitive”, “affective”, “social” and “suggestions” themes about collaborative testing. As a result of the research, we evaluated the effectiveness of collaborative testing in the form of group work based on assessment activities. At the same time, we presented the advantages and disadvantages of the technique and discussed its usability as an alternative assessment technique.

The Wellcome Trust: new funding for mental health science.

The Wellcome Trust: new funding for mental health science.

Using Collaborative Testing to Better Evaluate L2 Classroom Learning

Although collaborative learning activities are now common in contemporary second-language classrooms, they are often accompanied by traditional assessment methods, such as eliciting knowledge and skills from students individually. These assessment methods, however, are inadequate as they provide an incomplete picture of learner abilities and ignore some of the essential communication skills that teachers actually focus on in their teaching. This article looks at the L2 classroom use of collaborative testing. It argues for greater use of this alternative testing method and suggests ways in which it could be introduced to complement current approaches to classroom assessment. 現在の第二言語学習の授業では、協働学習が一般的になっているが、その際には、個々の学生の知識や技能を問うような、従来の評価方法が用いられることが多い。しかし、この評価方法では、学習者の能力を完全には把握できず、教師が実際に教える際に重視する本質的なコミュニケーション能力を測れないため、評価方法としては不十分なものである。本論では、L2クラスでの協働テスト実施について考察している。また、この評価方法を、これまでの方法に替わるものとしてさらに活用するべきであり、現在の授業評価をさらに補完するために導入するべきだと提案している。

Protecting the Financial Ecosystem: An Extensive Testing Approach for Systems Combating Financial Crime

The global financial system faces significant challenges in combating financial crimes such as money laundering, terrorist financing, and fraud. The increasing sophistication of criminals and the rapid evolution of technology necessitate robust systems and processes to detect, prevent, and report suspicious activities. Effective testing strategies play a crucial role in ensuring the reliability, accuracy, and compliance of these systems. This paper presents an extensive testing approach for systems combating financial crime, focusing on key areas such as transaction monitoring, sanctions screening, and customer due diligence. The proposed approach encompasses risk-based testing, data-driven testing, and advanced techniques like machine learning and network analysis. The paper also emphasizes the importance of collaborative testing efforts involving multiple stakeholders, including financial institutions, regulators, and technology providers. By adopting a comprehensive and proactive testing approach, financial institutions can strengthen their defenses against financial crime and contribute to the overall integrity and stability of the financial ecosystem.

Protecting the Financial Ecosystem: An Extensive Testing Approach for Systems Combating Financial Crime

The global financial system faces significant challenges in combating financial crimes such as money laundering, terrorist financing, and fraud. The increasing sophistication of criminals and the rapid evolution of technology necessitate robust systems and processes to detect, prevent, and report suspicious activities. Effective testing strategies play a crucial role in ensuring the reliability, accuracy, and compliance of these systems. This paper presents an extensive testing approach for systems combating financial crime, focusing on key areas such as transaction monitoring, sanctions screening, and customer due diligence. The proposed approach encompasses risk-based testing, data-driven testing, and advanced techniques like machine learning and network analysis. The paper also emphasizes the importance of collaborative testing efforts involving multiple stakeholders, including financial institutions, regulators, and technology providers. By adopting a comprehensive and proactive testing approach, financial institutions can strengthen their defenses against financial crime and contribute to the overall integrity and stability of the financial ecosystem.

Effectiveness of Collaboration in VET: Measuring Skills for Solving Complex Vocational Problems With a Multidimensional Authentic Technology-Based Assessment

Context:Collaboration and digitization in work and production process have been of scientific interest in the research field of vocational education and training for decades. So far, there is a lack of empirical evidence on the extent to which the performance of collaborative problem-solving can outperform individual problem-solving. An appropriate instrument for measuring collaborative performance appropriately has been lacking to this point: It is challenging to (1) collect data on interaction in collaboration in a standardized way and (2) to assign the individual performances to the group performance. In a web-based office simulation, this study examined the two-dimensional construct of collaborative problem-solving ability, which consists of cognitive and social components, and explored the effectiveness of collaboration.&#x0D; Methods:The test settings are systematically varied between individual and collaborative problem-solving in a domain-typical problem scenario in the economic domain. A theory-driven two-dimensional authentic instrument with a complex commercial problem in a web-based office simulation was applied to measure the performance in these two test settings. Multi-Group Confirmatory Factor Analysis was conducted to test for measurement invariance across test settings, the two-dimensional RASCH-Model incorporating between-item multidimensionality with correlated dimensions was used for ability estimation. ANOVA test was conducted to determine if there is a statistically significant difference with respect to the ability between the individual and collaborative test settings.&#x0D; Findings:The two-dimensional construct of collaborative problem-solving ability with correlated dimensions showed better fit than the unidimensional construct. The scalar measurement invariance was established after excluding three items. ANOVA tests confirmed that the collaborative setting enhances the problem-solving ability of learners significantly in both the cognitive component and social component, and the ability in cognitive component was more fostered.&#x0D; Conclusion:The findings suggested the validation of this multidimensional authentic instrument to measure the performance in a collaborative work environment in economic domains. The results showed the effectiveness of collaboration with a computer-based agent. In the practice of vocational training and education, teachers can use this instrument for the evaluation of the effectiveness of collaboration.

May we take the test as a group? Examining group processes and member learning in a collaborative testing environment

Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test versus a two-phase test (Study 1 n = 180, Study 2 n = 60) to determine the impact of collaborative testing on recalling factual and application based test items. We also assessed various aspects of group dynamics (e.g. liking). Both studies showed several benefits to collaborative testing with few costs: students enjoyed collaborative testing and the performance benefits were stronger for lower scoring students and integrative versus factual test items.

Teacher feedback-based collaborative testing improves students' knowledge gaps of parasitology.

Collaborative testing has been demonstrated the ability to improve students' performance, enhance students' learning, and aid in knowledge retention in many different courses. However, this examination mode lacks the process of teacher feedback. Herein, a short teacher feedback from was added immediately after the collaborative testing to improve the students' performance. A parasitology class of 121 undergraduates was randomized into two groups: group A and group B. Collaborative testing was carried out at the end of theoretical teaching. During the test, students would first answer questions as individuals for 20 minutes. Then, students from group A answered the same questions in groups (5 students in each group) for 20 minutes, while the group-testing duration was only 15 minutes in group B. Immediately after the group testing, teachers conducted a 5-minute feedback about the morphology identification according to the analysis of the answers by group B. Four weeks later, a final test was conducted in an individual test. The total scores and scores for each examination content were analyzed. The results showed that there was no significant difference in the final exam scores between both groups (t = -1.278, P = 0.204). However, the morphological and diagnostic test results of the final examination in group B were significantly higher than those of the midterm examination, while there was no significant change in group A (t = 4.333, P = 0.051). The results confirmed that the teacher feedback after the collaborative testing can effectively make up for the students' knowledge gaps.NEW & NOTEWORTHY This study found that collaborative group testing is helpful for teachers to grasp students' knowledge gaps more easily and the teacher feedback after the collaborative group testing can effectively make up for the knowledge gaps of students.

The Impact of Collaborative Testing on Teamwork and Collaboration in Nursing Students

Teamwork and collaboration are inherent to the work of a nurse. In a post-pandemic nursing education world,students need more opportunities to collaborate and work as a team.Clinical and classroom strategies in nursing education are often group-based to help support development ofteamwork and collaboration skills. Testing is often omitted from being group-based but could be included asa strategy to increase teamwork and collaborative skills. The purpose of this study was to examine the effectof collaborative testing on teamwork and collaboration in nursing students. Post-implementation survey resultsprovided support for the continued used of collaborative testing as the overall outcomes were positive.