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Journals / International e-Journal of Educational Studies / 2023 / Cilt: 7 Sayı: 14

Collaborative Testing as an Alternative Assessment Technique in Algebra Education

Selcen ÇALIK UZUN
Sedef ÇELİK DEMİRCİ
Pages
287–309
Publication Date
2023-07-31
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

At the same time, we presented the advantages and disadvantages of the technique and discussed its usability as an alternative assessment technique.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to analyze the impact of collaborative testing of students’ cognitive and affective learning outcomes in learning algebra in mathematics education.
📊
Key Findings & Data:The sample of the study was 33 students of 6th grade.
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Conclusion & Impact:At the same time, we presented the advantages and disadvantages of the technique and discussed its usability as an alternative assessment technique.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Alternative measurement and assessment · collaborative testing · algebra learning domain

Abstract

This study aims to analyze the impact of collaborative testing of students’ cognitive and affective learning outcomes in learning algebra in mathematics education. The sample of the study was 33 students of 6th grade. The mixed method approach was employed, using both quantitative and qualitative data collection techniques. Data collection instruments included (a) exams consisting of open-ended questions developed by the researchers to test student attainments in algebra (Algebra Attainment Test), (b) Mathematical Attitudes Scale aiming to determine student attitudes towards math lessons, (c) Exam Anxiety Inventory aiming to determine student exam anxiety levels, and (d) interviews aiming to determine students’ opinions on collaborative testing. According to the analysis of the quantitative data, it was determined that the experimental group's mean score on the algebra attainment test was higher than the control group. But it was not statistically significant. Furthermore in the total mean score of the exam anxiety was found a decrease in the experimental group but it was not significant. However, it was determined that there was a significant difference between the attitudes of the students in the experimental group towards mathematics. The analysis of the qualitative study data revealed that students’ views were both positive and negative on the “cognitive”, “affective”, “social” and “suggestions” themes about collaborative testing. As a result of the research, we evaluated the effectiveness of collaborative testing in the form of group work based on assessment activities. At the same time, we presented the advantages and disadvantages of the technique and discussed its usability as an alternative assessment technique.

Özet

This study aims to analyze the impact of collaborative testing of students’ cognitive and affective learning outcomes in learning algebra in mathematics education. The sample of the study was 33 students of 6th grade. The mixed method approach was employed, using both quantitative and qualitative data collection techniques. Data collection instruments included (a) exams consisting of open-ended questions developed by the researchers to test student attainments in algebra (Algebra Attainment Test), (b) Mathematical Attitudes Scale aiming to determine student attitudes towards math lessons, (c) Exam Anxiety Inventory aiming to determine student exam anxiety levels, and (d) interviews aiming to determine students’ opinions on collaborative testing. According to the analysis of the quantitative data, it was determined that the experimental group's mean score on the algebra attainment test was higher than the control group. But it was not statistically significant. Furthermore in the total mean score of the exam anxiety was found a decrease in the experimental group but it was not significant. However, it was determined that there was a significant difference between the attitudes of the students in the experimental group towards mathematics. The analysis of the qualitative study data revealed that students’ views were both positive and negative on the “cognitive”, “affective”, “social” and “suggestions” themes about collaborative testing. As a result of the research, we evaluated the effectiveness of collaborative testing in the form of group work based on assessment activities. At the same time, we presented the advantages and disadvantages of the technique and discussed its usability as an alternative assessment technique.

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Cite This Article

UZUN, S. Ç., DEMİRCİ, S. Ç. (2023). Collaborative Testing as an Alternative Assessment Technique in Algebra Education. International e-Journal of Educational Studies, Cilt: 7 Sayı: 14, 287–309. https://ajindex.com/articles/957388

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