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Requiring students to justify answer changes during collaborative testing may be necessary for improved academic

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    The Journal of Chiropractic Education
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    Collaborative exams requiring justification for answer changes significantly improved chiropractic student performance on final exams. This method proved more effective than traditional or simple collaborative exams for enhancing learning outcomes.

    Keywords:
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    Area of Science:

    • Chiropractic Education
    • Educational Psychology
    • Assessment Methods

    Background:

    • Traditional noncollaborative exams are standard in chiropractic education.
    • The impact of collaborative testing on student performance requires further investigation.
    • Exploring methods to enhance learning through active student engagement during assessments.

    Purpose of the Study:

    • To evaluate the effectiveness of collaborative exams in a chiropractic program.
    • To determine if requiring justification for answer changes impacts final exam scores.
    • To assess differential effects of question types (comprehension vs. recall) on collaborative exam performance.

    Main Methods:

    • 223 students were divided into three groups: control (traditional exams), collaborative exam only (CEO), and collaborative exam with justification (CEJ).
    • Performance was measured by comparing scores on a noncollaborative end-of-term final exam.
    • Hypotheses focused on the impact of collaboration and justification on exam performance and question types.

    Main Results:

    • No significant difference in final exam scores between control and CEO groups (p = .566).
    • CEJ group scores were significantly higher than both control (p = .010) and CEO (p = .011) groups.
    • Collaboration showed greater benefit for comprehension questions during topic-specific exams, but this did not affect final exam scores differentially (p = .571).

    Conclusions:

    • Collaborative testing requiring justification for answer changes is a more effective learning strategy than simple collaboration.
    • This approach enhances student learning in chiropractic education.
    • The findings suggest that active justification during collaborative assessments promotes deeper understanding.