Date of Award
9-1-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Heather Miller, Ph.D.
Second Advisor
Aaron Daris, Ph.D.
Third Advisor
Edward Kim, Ph.D.
Abstract
Collaborative testing allows students to work together on a test, discussing answer options and coming to consensus on the best response. Research has shown that it decreases test anxiety, increases learning and critical thinking skills, and allows students to practice collaboration and teamwork. However, schools of nursing continue to use traditional individual testing and high-stakes testing in order to prepare graduates to take the National Council Licensure Exam for Registered Nurses. This causal comparative study used existing gradebook data to explore the relationship between the use of collaborative testing and nursing student success. A positive relationship was found between collaborative testing and course success, without disproportionately increasing grades of lower performing students. Licensure exam pass rates for students who passed a course due to collaborative testing points were equivalent to those of students who passed the course regardless of collaborative testing. This study provides important information for nurse educators who would like to use testing as a learning tool.