42035

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.

Anahtar Kelimeler:

Alternative measurement and assessment, collaborative testing, algebra learning domain, cognitive learning affective learning

Collaborative Testing as an Alternative Assessment Technique in Algebra Education

Keywords:

Alternative measurement and assessment, collaborative testing, algebra learning domain, cognitive learning affective learning,

PDF

___

Alibak, M., Talebi, H., & Neshat-Doost, H. T. (2019). Development and validation of a test anxiety inventory for online learning students. Journal of Educators Online, 16(2).
Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New Directions for Teaching and Learning, 74, 5–15 https://doi.org/10.1002/tl.7401
Amaral, K. E. (2004). Collaborative learning and testing in introductory general chemistry. [Unpublished doctoral dissertation]. Florida University, ABD.
Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi [Developing a likert-type scale that measures attitude towards the mathematics lesson]. Education and Science, 11(62), 31-36.
Baki, A., & Birgin, O. (2002, September). Matematik eğitiminde alternatif bir değerlendirme olarak bireysel gelişim dosyasi uygulamasi [Individual development file application as an alternative assessment in mathematics education ]. V.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 Eylül, Ankara.
Baki, A., & Birgin, O. (2004). Reflections of using computer-based portfolios as an alternative assessment tools: A case study. Turkish Online Journal of Educational Technology, 3(3), 11.
Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi [Determination of validity, reliability and sample size in qualitative studies].Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9 (1), 23-28. Retrieved from https://dergipark.org.tr/en/pub/deuhfed/issue/46796/586804
Bloom, D. (2009). Collaborative test taking: Benefits for learning and retention. College Teaching 57(4), 216–20. https://doi.org/10.1080/87567550903218646
Breedlove, W., Burkett, T., & Winfield, I. (2004). Collaborative testing and test performance. Academic Exchange Quarterly, 8(3), 36-40.
Breedlove, W., Burkett, T., & Winfield, I. (2007). Collaborative testing, gender, learning styles, and test performance. Int J Scholarsh Teach Learn, 4(2), 33-42.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. (29. Edition). Ankara: Pegem Akademi Publishing.
Campbell, T. G. (2021). An examination of discourse analytic methods in the context of mathematical group work. International Journal of Mathematical Education in Science and Technology, 1-24. https://doi.org/10.1080/0020739X.2021.1944681
Cansız-Aktaş, M. (2018). Öğretmenlerin performans görevlerine bakışları: hizmet içi eğitim almış zümre başkanları örneği [Teachers’ views on the performance tasks: a case of department heads who had in-service training] Journal of Computer and Education Research, 6(12), 320-341. https://doi.org/10.18009/jcer.465378
Cantwell, E.R., Sousou, J., Jadotte, Y.T., Pierce, J., & Akioyamen, L.E. (2017). Collaborative testing for improving student learning outcomes and test taking performance in higher education: A systematic review. Campbell Systematic Reviews, 13 (1), 1-18. https://doi.org/10.1002/CL2.186
Creswell, W.J. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Qualitative, quantitative and mixed methods approaches]. (S. Beşir Demir, Trans.). Ankara: Eğiten Kitap Press (Original work published 2013).
Çalık-Uzun, S., & Birişçi, S. (2018). Reflections on collaborative testing: student and teacher opinions. Trakya University Journal of the Faculty of Education, 8(3), 591-612. https://doi:10.24315/ trkefd.352717.
Çalışkan, H., & Kaşıkçı, Y. (2010). The application of traditional and alternative assessment and evaluation tools by teachers in social studies. Procedia-Social and Behavioral Sciences, 2(2), 4152-4156. https://doi.org/10.1016/j.sbspro.2010.03.656
Çepni, S. (2009). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. (4. Edition) Trabzon: Celepler Press.
Çoruhlu, T.Ş., Nas, S. E., & Çepni, S. (2009). Fen ve teknoloji öğretmenlerinin alternatif ölçme değerlendirme tekniklerini kullanmada karşılaştıkları problemler: Trabzon Örneği [Problems facing science and technology teachers using alternative assessment tecnics: Trabzon sample]. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, (1)1, 122-141. https://dergipark.org.tr/tr/pub/yyuefd/issue/13711/165998
Dalmer, D. (2016). Collaborative test taking with adult learners. Adult Learning, 15(3-4), 4-7
Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi [Developing a math attitude scale]. Hacettepe University Faculty of Education Journal 16(16). https://dergipark.org.tr/en/download/article-file/88087
Duban, N., & Küçükyılmaz, E.A. (2008). Primary education pre-service teachers’ opinions regarding to the use of alternative measurement-evaluation methods and techniques in practice schools. Elementary Education Online, 7(3), 769-784. https://dergipark.org.tr/en/download/article-file/90936
Dursun, Ş., & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi [Primary education II. examining the mathematics anxiety of secondary school students]. Cumhuriyet University Journal of Social Sciences, 35(1), 18-21. http://cujos.cumhuriyet.edu.tr/en/download/article-file/49853
Gelbal, S. & Kelecioğlu H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar [Efficacy perceptions of teachers about measurement and evaluation methods and the problems they face]. Journal of Hacettepe University Faculty of Education, 33, 135-145. https://dergipark.org.tr/tr/download/article-file/87640
Giraud, G. (1997). Cooperative learning and statistics instruction. Journal of Statistics Education, 5(3), 1. https://doi.org/10.1080/10691898.1997.11910598
Giraud, G., & Enders, C. (2000, April). The effects of repeated cooperative testing in an introductory statistics course. Annual Meeting of the American Educational Research Association. April, San Diego, CA.
Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group testing benefits high-and low-performing students. Advances in Physiology Education, 32(4), 274-278. https://doi.org/10.1152/advan.00101.2007.
Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences (9th ed). London: Thomson Wadsworth Publishing.
Grubb, A. G. (2014). The effects of collaborative testing and the testing effect on student achievement and confidence of undergraduate business students. [Unpublished doctoral dissertation]. South Alabama University, ABD.
Hendrickson, J.M., Brady, M.P. & Algozzine, B. (1987). Peer-Mediated testing: The effects of an alternative testing procedure in higher education. Educational and Psychological Research 7(2), 91-101.
Hodges, L. C. (2004). Group exams in science courses. New Directions for Teaching and Learning, 100, 89-93. https://doi.org/10.1002/tl.175
Ioannou, A., & Artino, A. R, Jr. (2010). Learn more, stress less: exploring the benefits of collaborative assessment. PHD College Student Journal, 44(1), 189–199.
Johnson, D. W., & Johnson, R. T. (1999). Cooperative learning and assessment. In Kluge, D., McGuire, S., Johnson, D., Johnson, R. (Eds.), JALT applied materials: Cooperative Learning. (pp. 163-178). Japan Association for Language Teaching.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
Kapitanoff, S., & Pandey, C. (2018). Collaborative testing in statistics: Group interaction, anxiety, and class performance. Statistics Education Research Journal, 17(2), 51-67. https://doi.org/10.52041/serj.v17i2.158
Karamustafaoğlu, S., Çağlak, A., & Meşeci, B. (2012). Alternatif ölçme değerlendirme araçlarına ilişkin sınıf öğretmenlerinin öz yeterlilikleri. [Self-efficiency of primary school teachers related to the alternative testing and assessment tools] Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 167-179. https://dergipark.org.tr/tr/pub/amauefd/issue/1727/21168
Keller, C. M., & Steinhorst, R. K. (1995). Using small groups to promote active learning in the introductory statistics course: A report from the field. Journal of Statistics Education, 3(2). https://doi.org/10.1080/10691898.1995.11910485
Kuran, K., & Kanatlı, F. (2010). The evaluation of classroom teachers' opinions on the alternative assessments techniques. Journal of Mustafa Kemal University Institute of Social Sciences, 6(12), 209-234. https://dergipark.org.tr/tr/pub/mkusbed/issue/19557/208441
Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.
LoGiudice, A. B., Heisz, J. J., & Kim, J. A. (2021). Does collaborative testing in the classroom enhance delayed transfer of knowledge? Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000267
Lusk, M., & Conklin, L. (2003). Collaborative learning to promote learning. Journal of Nursing Education, 42(3), 121-124. https://doi.org/10.3928/0148-4834-20030301-07
Magel, R. C. (1998). Using cooperative learning in a large ıntroductory statistics class. Journal of Statistics Education [Online], 6(3). https://doi.org/10.1080/10691898.1998.11910621
Mahoney, J. W., & Harris-Reeves, B. (2019). The effects of collaborative testing on higher order thinking: Do the bright get brighter? Active Learning in Higher Education, 20(1), 25–37. https://doi.org/10.1177/1469787417723243
Mitchell, N., & Melton, S. (2003). Collaborative testing: An innovative approach to test taking. Nurse Educator, 28(2), 95-97. https://doi.org/10.1097/00006223-200303000-00013
Muir, S. P., & Tracy, D. M. (1999). Collaborative essay testing: just try it! College Teaching, 47(1), 33-35. https://doi.org/10.1080/87567559909596077
Öner, N. (1990). Sınav kaygısı envanteri el kitabı [Test anxiety inventory handbook ]. İstanbul: Yöret Press.
Pandey, C., & Kapitanoff, S. (2011). The influence of anxiety and quality of interaction on collaborative test performance. Active Learning in Higher Education, 12(3), 163-174
Pituch, K. A., & Stevens, J. P. (2009). 434 Binary Logistic Regression. In Applied Multivariate Statistics for the Social Sciences: Analyses with SAS and IBM's SPSS (pp. 434-470). Routledge.
Plano Clark, V.L., & Creswell, J. W. (2008). Mixed methods reader. Sage Publications.
Rao, S. P., Collins, H. L., & DiCarlo, S. E. (2002). Collaborative testing enhances student learning. Advances in physiology education, 26(1), 37-41.
Reyes, M. D., & Castillo, A. C. (2015). Test anxiety and college students’ performance on mathematics departmental examination: basis for mathematics achievement enhancement. Asia Pacific Journal of Education, Arts and Sciences, 2(1), 62-69.
Quarstein, V. A., & Peterson, P. A. (2001). Assessment of cooperative learning: A goal-criterion approach. Innovative Higher Education, 16, 59-77.
Schutz, P. A., Distefano, C., Benson, J., & Davis, H. A. (2004). The emotional regulation during test-taking scale. Anxiety, Stress & Coping, 17(3), 253-269.
Slusser R,, & Erickson R.J. (2006). Group quizzes: an extension of the collaborative learning process. Teach Sociol, 34(3), 249–262.
Spielberger, C. D. (Ed.). (1995). Stress and emotion (Vol. 15). Taylor & Francis.
Toptaş, V. (2011). Classroom teachers’ perceptions about the use of alternative assessment and evaluation methods in mathematics courses. Education and Science, 36(159), 205-219.
Willard, C. (2015). Effects of collaborative reasoning on students mathematics performance and numerical reasoning abilities. [Unpublished doctoral dissertation]. Temple University, ABD.
Yenilmez, K., Girginer, N., & Uzun, Ö. (2007). Mathematics anxiety and attitude level of students of the faculty of economics and business administrator: The Türkiye model. International Mathematics Forum, 2(41), 1997-2021.
Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6th ed.) [Qualitative research methods in the social sciences]. Seçkin Press.
Yuretich, R.F., Khan, S.A., Leckie, R.M., & Clement, J.J. (2001). Active-learning methods to improve student performance and scientific interest in a large introductory oceanography Course. Journal of Geoscience Education, 49(2), 111-119.
Zimbardo, P. G., Butler, L. D., & Wolfe, V. A. (2003). Cooperative college examinations: More gain, less pain when students share information and grades. The Journal of Experimental Education, 71, 101-125.
Zipp, J. F. (2007). Learning by exams: The impact of two-stage cooperative tests. Teaching Sociology, 35, 62-76.