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Learning Objective 1: Describe the use of collaborative assessment is assessing nursing students.
Learning Objective 2: Discuss writing assessments that address both higher-order and lower-order thinking.
Conceptual Frameworks: Gardner’s Theory of Multiple Intelligences and different learning styles, Bloom’s Taxonomy and a new construct, composite cognition. Questions were developed at the comprehension and analysis levels assessing both lower-and higher-level thinking.
Methods/Implications: Students formed teams of 3-5 students each, depending on class size. They were instructed prior to the quiz that each student on their team would earn the same grade. A test blueprint was developed to ensure that each team would have different questions at comparable cognitive levels. Using a matching format, a combination visual/kinesthetic/tactile approach was used to assess students. Questions were taped on the bottom of paper bags which were filled with treats as rewards. Answers were written on the board. Each team had five numbered paper bags with five different questions. Teams were timed and directed to place the number of the question next to the correct answer on the board. Those with correct answers were allowed to keep the bag for that question; if incorrect, the question/bag was given to another group. Scores were tabulated at the end of the quiz and all team members were given the same grade. Students reported: studying harder as they felt a responsibility to the team, gaining more information through working in groups, remembering the material, decreasing test anxiety, and having fun with the process. Graduate students were able to observe the class as an example of innovative, non-traditional teaching; this lead them to develop and apply some of their own novel strategies to teaching.
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters