Collaborative group testing benefits high- and low-performing students.

Area of Science:

• Veterinary Education
• Physiology Learning
• Educational Assessment

Background:

• Traditional testing formats may not fully capture student learning.
• Collaborative learning strategies can enhance academic performance.
• Assessing the impact of group testing on diverse student populations is crucial.

Purpose of the Study:

• To evaluate the effectiveness of collaborative group testing in a veterinary physiology course.
• To determine if collaborative group testing benefits all students, including high- and low-performing individuals.
• To assess student perceptions of the collaborative group testing format.

Main Methods:

• Implemented a collaborative group testing format in a veterinary physiology course with 65 students.
• Students completed exams individually, then in groups of two, followed by instructor-led discussion.
• Learning outcomes were measured by individual and group test scores; students were categorized by performance.

Main Results:

• Group test scores were significantly higher than individual scores (P < 0.001).
• The positive effect of collaborative testing was substantial for the overall student population and particularly for low-performing students.
• High-performing students showed a smaller, yet still positive, effect from collaborative testing.

Conclusions:

• Collaborative group testing is a beneficial pedagogical approach for veterinary physiology education.
• This method significantly enhances learning outcomes, especially for students who typically struggle.
• Student feedback on the collaborative group testing format was overwhelmingly positive.