Cooperative College Examinations: More Gain, Less Pain When Students Share Information and Grades
Cooperative College Examinations: More Gain, Less Pain When Students Share Information and Grades
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合作大学考试：学生共享信息和成绩，收获更多，痛苦更少
DOI：
10.1080/00220970309602059
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Valerie A. Wolfe
中科院分区：
文献类型：
--
作者：
P. Zimbardo;L. Butler;Valerie A. Wolfe
心理学导论学生（N = 576）的考试成绩在4个单独的比较中均显著提高（p < .001）。在每一种情况下，平均考试成绩显着提高，年级变异性降低。合作团队测试的力量显示在稳健的平均效应大小为0.80。队友们也报告了一系列积极的态度，特别是（a）减少了考试焦虑，（B）提高了信心，（c）与作弊无关，（d）增加了对课程和主题的享受。同样，作者发现，在测试团队和自由选择的团队中，都有积极的影响。比较学生给出的关于团队测试和个人测试的假设场景，错误判断了合作测试过程的一些关键特征。利用这种有效的教育策略的建议提出，并讨论了它从事的社会和激励过程。
Abstract Examination performance of introductory psychology students (N = 576) was significantly enhanced (p < .001) in each of 4 separate comparisons of those taking tests with a partner versus traditional solo testing. In each case, mean test scores were raised significantly and grade variability was reduced. The power of cooperative team testing is shown in the robust average effect size of .80. Teammates also reported a host of positive attitudes toward the experience, notably (a) reduced test anxiety, (b) elevated confidence, (c) irrelevance of cheating, and (d) increased enjoyment of the course and subject matter. Similarly, the authors found positive effects for both required assignment to testing teams and in freely chosen teams. Comparison students given hypothetical scenarios regarding team versus solo testing misjudged some key features of the cooperative testing procedures. Recommendations for utilizing this effective educational strategy are proposed, and the social and motivational processes that it engages are discussed.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM