Collaborative Testing as an Alternative Assessment Technique in Algebra Education

Year 2023, , 287 - 309, 31.07.2023

Selcen Çalık Uzun , Sedef Çelik Demirci

https://doi.org/10.31458/iejes.1240193

Cited By: 2

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.

Keywords

Alternative measurement and assessment, collaborative testing, algebra learning domain, cognitive learning affective learning

Supporting Institution

Artvin Çoruh University Scientific Research Projects Coordination Unit

Project Number

2016.S34.02.04.

Thanks

The authors wish to thank Dr Salih Birişçi for comments on the design and his support at every stage of the study and the students and mathematics teacher who participated in the current study.

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