LEARN MORE, STRESS LESS: EXPLORING THE BENEFITS OF COLLABORATIVE ASSESSMENT.
Many classroom instructors use collaborative learning activities to promote student learning, raise academic achievement, and support cognitive engagement. We conducted a collaborative assessment in a small undergraduate educational psychology course (TV = 31) and used survey methodology to explore...
| Publicado en: | College Student Journal Vol. 44; no. 1; pp. 189 - 200 |
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| Autores principales: | , |
| Formato: | Artículo |
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Project Innovation Austin LLC
Mar2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=48646440&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 48646440 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463934 CGL jtl: College Student Journal issn: 01463934 maglogo: N pubinfo: dt: Mar2010 vid: 44 iid: 1 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 48646440 ppf: 189 ppct: 11 formats: fmt: @attributes: type: T tig: atl: LEARN MORE, STRESS LESS: EXPLORING THE BENEFITS OF COLLABORATIVE ASSESSMENT. aug: au: Ioannou, Andri Artino, Jr., Anthony R. affil: University of Connecticut Uniformed Services University su: Educational surveys Learning Educational psychology Test anxiety Psychological stress College teachers Anxiety in children Intelligent tutoring systems Thought & thinking sug: subj: Educational surveys Learning Educational psychology Test anxiety Psychological stress College teachers Anxiety in children Intelligent tutoring systems Thought & thinking ab: Many classroom instructors use collaborative learning activities to promote student learning, raise academic achievement, and support cognitive engagement. We conducted a collaborative assessment in a small undergraduate educational psychology course (TV = 31) and used survey methodology to explore student perceptions. Taken together, our quantitative and qualitative results support the notion that collaborative assessment can promote collaborative learning, mitigate test anxiety, and make in-class testing a more positive educational experience. We discuss these findings in relation to our observations as the course instructors, and we provide several practical recommendations, as well as study limitations and future directions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: College Student Journal holder: Project Innovation Austin LLC dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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