Title

Impact Of Double Testing On Student Knowledge In A Professional Issues Course

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. © SLACK Incorporated.

Publication Date

5-1-2011

Publication Title

Journal of Nursing Education

Volume

50

Issue

5

Number of Pages

278-280

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.3928/01484834-20110131-06

Socpus ID

79957454490 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/79957454490

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