Title
Impact of Double Testing on Student Knowledge in a Professional Issues Course
Abbreviated Journal Title
J. Nurs. Educ.
Keywords
Nursing
Abstract
Collaborative testing, allowing students to work together on the completion of an examination, is used in a wide variety of disciplines. This study examines the impact of this testing technique on knowledge of students in an undergraduate Health Care Issues, Policy and Economics course. Results indicate that although this approach does not increase student knowledge to a statistically significant level, it does increase individual student scores. This increase in examination scores may be of significance to the learner.
Journal Title
Journal of Nursing Education
Volume
50
Issue/Number
5
Publication Date
1-1-2011
Document Type
Article
Language
English
First Page
278
Last Page
280
WOS Identifier
ISSN
0148-4834
Recommended Citation
"Impact of Double Testing on Student Knowledge in a Professional Issues Course" (2011). Faculty Bibliography 2010s. 1379.
https://stars.library.ucf.edu/facultybib2010/1379
Comments
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