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A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate
Amy J Witt1, Bethany J Gerdin, Julie A De Haan
1About the Authors Amy J. Witt, PhD, RN, CNE; Bethany J. Gerdin, PhD, RN, CNE; and Julie A. De Haan, EdD, RN, are associate professors, Department of Nursing, Bethel University, St. Paul, Minnesota. Lauren K. Bergman, BSN, RN, CCRN, is a student in the DNAP program at the Medical University of South Carolina, Charleston, South Carolina. Support for this study was received from Sigma Theta Tau International Chi At-Large. For more information, contact Dr. Gerdin at andbet@bethel.edu .
Abstract:
Nursing faculty look for ways to promote the retention of content so that students can build on that content and apply it to nursing practice. A study was designed to determine differences in content retention between testing collaboratively, which involves students taking an exam collectively within a small group, using an individual notecard, and including written rationale for test answers during collaborative testing. Students who tested collaboratively had significantly higher long-term content retention than students who tested with the other methods.
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