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ERIC Number: ED520499
Record Type: Non-Journal
Publication Date: 2010
Pages: 225
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6683-7
Practicing Accounting Profession Criterial Skills in the Classroom: A Study of Collaborative Testing and the Impact on Final Exam Scores
VanderLaan, Ski R.
ProQuest LLC, Ph.D. Dissertation, Capella University
This mixed methods study (Creswell, 2008) was designed to test the influence of collaborative testing on learning using a quasi-experimental approach. This study used a modified embedded mixed method design in which the qualitative and quantitative data, associated with the secondary questions, provided a supportive role in a study based primarily on the quantitative data set associated with the primary question. This study used a pre and posttest, a departmental final exam, given as a traditional comprehensive exam in two sections of Accounting Principles I, to test the theory of influence on learning that predicts collaborative testing will positively influence final exam grades. As the treatment in this study, one section took formative assessments in the form of chapter exams individually while the other section took formative assessments in the form of collaborative chapter exams. The final exam was a discipline wide exam written by the full time accounting faculty at the institution where data collection took place. The final exam was taken individually by all participants. The independent variable was the formative assessment exam, individual versus collaborative, and the dependent variable was the overall final exam score. The results of this study found that collaborative testing during evaluative assessment provides the same results as the same assessment given individually, at least in an online environment with fewer non-collaborative instructional methods. The biggest benefit to collaborative testing, based on the results of this study is the perception of the learner's success on the assessment, the reduction of anxiety, and the motivation to spend more time critically thinking about the questions and completing the exam. Additionally, learners perceive they are practicing criterial skills (Nelson, 1996) of the profession and are observed to practice these same skills. Collaborative testing, at the foundational course level, may not provide enough mastery of the basic concepts of the subject to improve scores on a summative assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A