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Updated: Nov 30, 2025
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Published on: June 21, 2010
2-Stage Collaborative Testing Results in Improved Academic Performance and Student Satisfaction in a PreLicensure
Elizabeth Riley1, Leslie McCormack, Nicole Ward
1Author Affiliations: Clinical Assistant Professor (Drs Riley, Ward, and Renteria) and Clinical Instructor (Ms McCormack and Ms Steele), College of Nursing, University of Arkansas for Medical Sciences (UAMS), Little Rock.
Background:
The results remain mixed regarding improved student academic performance and satisfaction when 2-stage collaborative testing (CT) is used in nursing education.
Purpose:
The purpose of this study was to evaluate student academic performance and perceived satisfaction after a CT experience and to compare academic performance between a CT and non-CT cohort.
Methods:
A quantitative design was used to evaluate the effect of CT on academic performance by comparing examination scores and item difficulty values (IDVs) within a CT cohort (n = 111) and between the CT cohort and non-CT retrospective cohort (n = 105). A faculty-created survey was used to measure student-perceived satisfaction in the CT cohort.
Results:
Student examination scores increased after the CT experience on a duplicate unit examination. The IDVs on 8 content-specific duplicate final examination items 1 month after the CT experience were significantly increased. There were no significant differences in the IDVs on the 8 content-specific items between a CT and non-CT retrospective cohort.
Conclusions:
Collaborative testing is an active learning modality that can be used in nursing programs to aid students in their learning of specific nursing concepts.
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