NotesFAQContact Us
Search Tips
ERIC Number: ED383758
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
An Exploration of the Effects of Cooperative Assessment on Student Knowledge Structure.
Warkentin, Robert W.; And Others
Cooperative assessment was investigated in a classroom setting, examining achievement outcomes as measured by a multiple choice posttest of course content, a posttest of knowledge structure representation, and student perceptions of the cooperative assessment procedure. Eighty-three undergraduate psychology students participated in this nonequivalent control group study design. It was hypothesized that students taking tests using a cooperative assessment procedure would perform significantly better on a posttest of educational psychology course concepts than would students completing tests in a traditional format. Analysis of covariance indicated that there were no significant differences between the groups on the posttest and that the hypothesis was not supported. There were also no differences between groups on similarity or coherence measures of student knowledge structure. Student reactions to the cooperative assessment procedure were overwhelmingly positive. Students enjoyed taking tests in groups and felt that they learned more through this process as they discussed and debated the responses to the test items. One figure illustrates the discussion, and two appendixes provide supplemental information. (Contains 28 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A