by guest blogger Tim Deines
A recent article in The
Teaching Professor suggests that collaborative learning can be an
effective pedagogical strategy. Drawing on the work of Giuliodori, et
al, the article, “Getting to the Right Answer in Collaborative Testing,”
affirms that collaborative learning has always been at the heart of
scientific advancement. “Why then,” ask researchers, “do we discourage
collaboration by telling our students to ‘keep your eyes on your own
paper’” (qtd. in “Getting to the Right Answer” 2)?
faculty worry about how collaborative testing and learning affect
student testing performance. What is the relative impact of
well-performing and poorly-performing students on the collaborating
group, for example? Faculty may ask, “Are the smart students making the
decision for the rest of the group” (“Getting to the Right Answer” 2)?
research, which sampled the individual and group testing behavior of 65
vet students, found that having the right answer was more important
than being a “high-performing” student. Students of all performance
levels were usually able to convince fellow students through discussion
that their answers were the correct ones.
challenges the assumption that we learn best on our own. Giuliodori’s
findings suggest that there may be a need for a pedagogical paradigm
shift in how we teach and test.
Stop by the Center for Teaching Excellence (CTE) to read the entire article!
Reference: “Getting to the Right Answer in Collaborative Testing” (2015) The Teaching Professor, 29.8 (October), 2-5.