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Collaborative Testing as an Alternative Assessment Technique in Algebra Education

Year 2023, Volume: 7 Issue: 14, 287 - 309, 31.07.2023
https://doi.org/10.31458/iejes.1240193

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.

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.

References

  • Alibak, M., Talebi, H., & Neshat-Doost, H. T. (2019). Development and validation of a test anxiety inventory for online learning students. Journal of Educators Online, 16(2).
  • Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New Directions for Teaching and Learning, 74, 5–15 https://doi.org/10.1002/tl.7401
  • Amaral, K. E. (2004). Collaborative learning and testing in introductory general chemistry. [Unpublished doctoral dissertation]. Florida University, ABD.
  • Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi [Developing a likert-type scale that measures attitude towards the mathematics lesson]. Education and Science, 11(62), 31-36.
  • Baki, A., & Birgin, O. (2002, September). Matematik eğitiminde alternatif bir değerlendirme olarak bireysel gelişim dosyasi uygulamasi [Individual development file application as an alternative assessment in mathematics education ]. V.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 Eylül, Ankara.
  • Baki, A., & Birgin, O. (2004). Reflections of using computer-based portfolios as an alternative assessment tools: A case study. Turkish Online Journal of Educational Technology, 3(3), 11.
  • Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi [Determination of validity, reliability and sample size in qualitative studies].Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9 (1), 23-28. Retrieved from https://dergipark.org.tr/en/pub/deuhfed/issue/46796/586804
  • Bloom, D. (2009). Collaborative test taking: Benefits for learning and retention. College Teaching 57(4), 216–20. https://doi.org/10.1080/87567550903218646
  • Breedlove, W., Burkett, T., & Winfield, I. (2004). Collaborative testing and test performance. Academic Exchange Quarterly, 8(3), 36-40.
  • Breedlove, W., Burkett, T., & Winfield, I. (2007). Collaborative testing, gender, learning styles, and test performance. Int J Scholarsh Teach Learn, 4(2), 33-42.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. (29. Edition). Ankara: Pegem Akademi Publishing.
  • Campbell, T. G. (2021). An examination of discourse analytic methods in the context of mathematical group work. International Journal of Mathematical Education in Science and Technology, 1-24. https://doi.org/10.1080/0020739X.2021.1944681
  • Cansız-Aktaş, M. (2018). Öğretmenlerin performans görevlerine bakışları: hizmet içi eğitim almış zümre başkanları örneği [Teachers’ views on the performance tasks: a case of department heads who had in-service training] Journal of Computer and Education Research, 6(12), 320-341. https://doi.org/10.18009/jcer.465378
  • Cantwell, E.R., Sousou, J., Jadotte, Y.T., Pierce, J., & Akioyamen, L.E. (2017). Collaborative testing for improving student learning outcomes and test taking performance in higher education: A systematic review. Campbell Systematic Reviews, 13 (1), 1-18. https://doi.org/10.1002/CL2.186
  • Creswell, W.J. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Qualitative, quantitative and mixed methods approaches]. (S. Beşir Demir, Trans.). Ankara: Eğiten Kitap Press (Original work published 2013).
  • Çalık-Uzun, S., & Birişçi, S. (2018). Reflections on collaborative testing: student and teacher opinions. Trakya University Journal of the Faculty of Education, 8(3), 591-612. https://doi:10.24315/ trkefd.352717.
  • Çalışkan, H., & Kaşıkçı, Y. (2010). The application of traditional and alternative assessment and evaluation tools by teachers in social studies. Procedia-Social and Behavioral Sciences, 2(2), 4152-4156. https://doi.org/10.1016/j.sbspro.2010.03.656
  • Çepni, S. (2009). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. (4. Edition) Trabzon: Celepler Press.
  • Çoruhlu, T.Ş., Nas, S. E., & Çepni, S. (2009). Fen ve teknoloji öğretmenlerinin alternatif ölçme değerlendirme tekniklerini kullanmada karşılaştıkları problemler: Trabzon Örneği [Problems facing science and technology teachers using alternative assessment tecnics: Trabzon sample]. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, (1)1, 122-141. https://dergipark.org.tr/tr/pub/yyuefd/issue/13711/165998
  • Dalmer, D. (2016). Collaborative test taking with adult learners. Adult Learning, 15(3-4), 4-7
  • Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi [Developing a math attitude scale]. Hacettepe University Faculty of Education Journal 16(16). https://dergipark.org.tr/en/download/article-file/88087
  • Duban, N., & Küçükyılmaz, E.A. (2008). Primary education pre-service teachers’ opinions regarding to the use of alternative measurement-evaluation methods and techniques in practice schools. Elementary Education Online, 7(3), 769-784. https://dergipark.org.tr/en/download/article-file/90936
  • Dursun, Ş., & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi [Primary education II. examining the mathematics anxiety of secondary school students]. Cumhuriyet University Journal of Social Sciences, 35(1), 18-21. http://cujos.cumhuriyet.edu.tr/en/download/article-file/49853
  • Gelbal, S. & Kelecioğlu H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar [Efficacy perceptions of teachers about measurement and evaluation methods and the problems they face]. Journal of Hacettepe University Faculty of Education, 33, 135-145. https://dergipark.org.tr/tr/download/article-file/87640
  • Giraud, G. (1997). Cooperative learning and statistics instruction. Journal of Statistics Education, 5(3), 1. https://doi.org/10.1080/10691898.1997.11910598
  • Giraud, G., & Enders, C. (2000, April). The effects of repeated cooperative testing in an introductory statistics course. Annual Meeting of the American Educational Research Association. April, San Diego, CA.
  • Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group testing benefits high-and low-performing students. Advances in Physiology Education, 32(4), 274-278. https://doi.org/10.1152/advan.00101.2007.
  • Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences (9th ed). London: Thomson Wadsworth Publishing.
  • Grubb, A. G. (2014). The effects of collaborative testing and the testing effect on student achievement and confidence of undergraduate business students. [Unpublished doctoral dissertation]. South Alabama University, ABD.
  • Hendrickson, J.M., Brady, M.P. & Algozzine, B. (1987). Peer-Mediated testing: The effects of an alternative testing procedure in higher education. Educational and Psychological Research 7(2), 91-101.
  • Hodges, L. C. (2004). Group exams in science courses. New Directions for Teaching and Learning, 100, 89-93. https://doi.org/10.1002/tl.175
  • Ioannou, A., & Artino, A. R, Jr. (2010). Learn more, stress less: exploring the benefits of collaborative assessment. PHD College Student Journal, 44(1), 189–199.
  • Johnson, D. W., & Johnson, R. T. (1999). Cooperative learning and assessment. In Kluge, D., McGuire, S., Johnson, D., Johnson, R. (Eds.), JALT applied materials: Cooperative Learning. (pp. 163-178). Japan Association for Language Teaching.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Kapitanoff, S., & Pandey, C. (2018). Collaborative testing in statistics: Group interaction, anxiety, and class performance. Statistics Education Research Journal, 17(2), 51-67. https://doi.org/10.52041/serj.v17i2.158
  • Karamustafaoğlu, S., Çağlak, A., & Meşeci, B. (2012). Alternatif ölçme değerlendirme araçlarına ilişkin sınıf öğretmenlerinin öz yeterlilikleri. [Self-efficiency of primary school teachers related to the alternative testing and assessment tools] Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 167-179. https://dergipark.org.tr/tr/pub/amauefd/issue/1727/21168
  • Keller, C. M., & Steinhorst, R. K. (1995). Using small groups to promote active learning in the introductory statistics course: A report from the field. Journal of Statistics Education, 3(2). https://doi.org/10.1080/10691898.1995.11910485
  • Kuran, K., & Kanatlı, F. (2010). The evaluation of classroom teachers' opinions on the alternative assessments techniques. Journal of Mustafa Kemal University Institute of Social Sciences, 6(12), 209-234. https://dergipark.org.tr/tr/pub/mkusbed/issue/19557/208441
  • Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.
  • LoGiudice, A. B., Heisz, J. J., & Kim, J. A. (2021). Does collaborative testing in the classroom enhance delayed transfer of knowledge? Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000267
  • Lusk, M., & Conklin, L. (2003). Collaborative learning to promote learning. Journal of Nursing Education, 42(3), 121-124. https://doi.org/10.3928/0148-4834-20030301-07
  • Magel, R. C. (1998). Using cooperative learning in a large ıntroductory statistics class. Journal of Statistics Education [Online], 6(3). https://doi.org/10.1080/10691898.1998.11910621
  • Mahoney, J. W., & Harris-Reeves, B. (2019). The effects of collaborative testing on higher order thinking: Do the bright get brighter? Active Learning in Higher Education, 20(1), 25–37. https://doi.org/10.1177/1469787417723243
  • Mitchell, N., & Melton, S. (2003). Collaborative testing: An innovative approach to test taking. Nurse Educator, 28(2), 95-97. https://doi.org/10.1097/00006223-200303000-00013
  • Muir, S. P., & Tracy, D. M. (1999). Collaborative essay testing: just try it! College Teaching, 47(1), 33-35. https://doi.org/10.1080/87567559909596077
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Collaborative Testing as an Alternative Assessment Technique in Algebra Education

Year 2023, Volume: 7 Issue: 14, 287 - 309, 31.07.2023
https://doi.org/10.31458/iejes.1240193

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.

Project Number

2016.S34.02.04.

References

  • Alibak, M., Talebi, H., & Neshat-Doost, H. T. (2019). Development and validation of a test anxiety inventory for online learning students. Journal of Educators Online, 16(2).
  • Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New Directions for Teaching and Learning, 74, 5–15 https://doi.org/10.1002/tl.7401
  • Amaral, K. E. (2004). Collaborative learning and testing in introductory general chemistry. [Unpublished doctoral dissertation]. Florida University, ABD.
  • Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi [Developing a likert-type scale that measures attitude towards the mathematics lesson]. Education and Science, 11(62), 31-36.
  • Baki, A., & Birgin, O. (2002, September). Matematik eğitiminde alternatif bir değerlendirme olarak bireysel gelişim dosyasi uygulamasi [Individual development file application as an alternative assessment in mathematics education ]. V.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 Eylül, Ankara.
  • Baki, A., & Birgin, O. (2004). Reflections of using computer-based portfolios as an alternative assessment tools: A case study. Turkish Online Journal of Educational Technology, 3(3), 11.
  • Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi [Determination of validity, reliability and sample size in qualitative studies].Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9 (1), 23-28. Retrieved from https://dergipark.org.tr/en/pub/deuhfed/issue/46796/586804
  • Bloom, D. (2009). Collaborative test taking: Benefits for learning and retention. College Teaching 57(4), 216–20. https://doi.org/10.1080/87567550903218646
  • Breedlove, W., Burkett, T., & Winfield, I. (2004). Collaborative testing and test performance. Academic Exchange Quarterly, 8(3), 36-40.
  • Breedlove, W., Burkett, T., & Winfield, I. (2007). Collaborative testing, gender, learning styles, and test performance. Int J Scholarsh Teach Learn, 4(2), 33-42.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. (29. Edition). Ankara: Pegem Akademi Publishing.
  • Campbell, T. G. (2021). An examination of discourse analytic methods in the context of mathematical group work. International Journal of Mathematical Education in Science and Technology, 1-24. https://doi.org/10.1080/0020739X.2021.1944681
  • Cansız-Aktaş, M. (2018). Öğretmenlerin performans görevlerine bakışları: hizmet içi eğitim almış zümre başkanları örneği [Teachers’ views on the performance tasks: a case of department heads who had in-service training] Journal of Computer and Education Research, 6(12), 320-341. https://doi.org/10.18009/jcer.465378
  • Cantwell, E.R., Sousou, J., Jadotte, Y.T., Pierce, J., & Akioyamen, L.E. (2017). Collaborative testing for improving student learning outcomes and test taking performance in higher education: A systematic review. Campbell Systematic Reviews, 13 (1), 1-18. https://doi.org/10.1002/CL2.186
  • Creswell, W.J. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Qualitative, quantitative and mixed methods approaches]. (S. Beşir Demir, Trans.). Ankara: Eğiten Kitap Press (Original work published 2013).
  • Çalık-Uzun, S., & Birişçi, S. (2018). Reflections on collaborative testing: student and teacher opinions. Trakya University Journal of the Faculty of Education, 8(3), 591-612. https://doi:10.24315/ trkefd.352717.
  • Çalışkan, H., & Kaşıkçı, Y. (2010). The application of traditional and alternative assessment and evaluation tools by teachers in social studies. Procedia-Social and Behavioral Sciences, 2(2), 4152-4156. https://doi.org/10.1016/j.sbspro.2010.03.656
  • Çepni, S. (2009). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. (4. Edition) Trabzon: Celepler Press.
  • Çoruhlu, T.Ş., Nas, S. E., & Çepni, S. (2009). Fen ve teknoloji öğretmenlerinin alternatif ölçme değerlendirme tekniklerini kullanmada karşılaştıkları problemler: Trabzon Örneği [Problems facing science and technology teachers using alternative assessment tecnics: Trabzon sample]. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, (1)1, 122-141. https://dergipark.org.tr/tr/pub/yyuefd/issue/13711/165998
  • Dalmer, D. (2016). Collaborative test taking with adult learners. Adult Learning, 15(3-4), 4-7
  • Duatepe, A., & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi [Developing a math attitude scale]. Hacettepe University Faculty of Education Journal 16(16). https://dergipark.org.tr/en/download/article-file/88087
  • Duban, N., & Küçükyılmaz, E.A. (2008). Primary education pre-service teachers’ opinions regarding to the use of alternative measurement-evaluation methods and techniques in practice schools. Elementary Education Online, 7(3), 769-784. https://dergipark.org.tr/en/download/article-file/90936
  • Dursun, Ş., & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi [Primary education II. examining the mathematics anxiety of secondary school students]. Cumhuriyet University Journal of Social Sciences, 35(1), 18-21. http://cujos.cumhuriyet.edu.tr/en/download/article-file/49853
  • Gelbal, S. & Kelecioğlu H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar [Efficacy perceptions of teachers about measurement and evaluation methods and the problems they face]. Journal of Hacettepe University Faculty of Education, 33, 135-145. https://dergipark.org.tr/tr/download/article-file/87640
  • Giraud, G. (1997). Cooperative learning and statistics instruction. Journal of Statistics Education, 5(3), 1. https://doi.org/10.1080/10691898.1997.11910598
  • Giraud, G., & Enders, C. (2000, April). The effects of repeated cooperative testing in an introductory statistics course. Annual Meeting of the American Educational Research Association. April, San Diego, CA.
  • Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group testing benefits high-and low-performing students. Advances in Physiology Education, 32(4), 274-278. https://doi.org/10.1152/advan.00101.2007.
  • Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences (9th ed). London: Thomson Wadsworth Publishing.
  • Grubb, A. G. (2014). The effects of collaborative testing and the testing effect on student achievement and confidence of undergraduate business students. [Unpublished doctoral dissertation]. South Alabama University, ABD.
  • Hendrickson, J.M., Brady, M.P. & Algozzine, B. (1987). Peer-Mediated testing: The effects of an alternative testing procedure in higher education. Educational and Psychological Research 7(2), 91-101.
  • Hodges, L. C. (2004). Group exams in science courses. New Directions for Teaching and Learning, 100, 89-93. https://doi.org/10.1002/tl.175
  • Ioannou, A., & Artino, A. R, Jr. (2010). Learn more, stress less: exploring the benefits of collaborative assessment. PHD College Student Journal, 44(1), 189–199.
  • Johnson, D. W., & Johnson, R. T. (1999). Cooperative learning and assessment. In Kluge, D., McGuire, S., Johnson, D., Johnson, R. (Eds.), JALT applied materials: Cooperative Learning. (pp. 163-178). Japan Association for Language Teaching.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Kapitanoff, S., & Pandey, C. (2018). Collaborative testing in statistics: Group interaction, anxiety, and class performance. Statistics Education Research Journal, 17(2), 51-67. https://doi.org/10.52041/serj.v17i2.158
  • Karamustafaoğlu, S., Çağlak, A., & Meşeci, B. (2012). Alternatif ölçme değerlendirme araçlarına ilişkin sınıf öğretmenlerinin öz yeterlilikleri. [Self-efficiency of primary school teachers related to the alternative testing and assessment tools] Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 167-179. https://dergipark.org.tr/tr/pub/amauefd/issue/1727/21168
  • Keller, C. M., & Steinhorst, R. K. (1995). Using small groups to promote active learning in the introductory statistics course: A report from the field. Journal of Statistics Education, 3(2). https://doi.org/10.1080/10691898.1995.11910485
  • Kuran, K., & Kanatlı, F. (2010). The evaluation of classroom teachers' opinions on the alternative assessments techniques. Journal of Mustafa Kemal University Institute of Social Sciences, 6(12), 209-234. https://dergipark.org.tr/tr/pub/mkusbed/issue/19557/208441
  • Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.
  • LoGiudice, A. B., Heisz, J. J., & Kim, J. A. (2021). Does collaborative testing in the classroom enhance delayed transfer of knowledge? Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000267
  • Lusk, M., & Conklin, L. (2003). Collaborative learning to promote learning. Journal of Nursing Education, 42(3), 121-124. https://doi.org/10.3928/0148-4834-20030301-07
  • Magel, R. C. (1998). Using cooperative learning in a large ıntroductory statistics class. Journal of Statistics Education [Online], 6(3). https://doi.org/10.1080/10691898.1998.11910621
  • Mahoney, J. W., & Harris-Reeves, B. (2019). The effects of collaborative testing on higher order thinking: Do the bright get brighter? Active Learning in Higher Education, 20(1), 25–37. https://doi.org/10.1177/1469787417723243
  • Mitchell, N., & Melton, S. (2003). Collaborative testing: An innovative approach to test taking. Nurse Educator, 28(2), 95-97. https://doi.org/10.1097/00006223-200303000-00013
  • Muir, S. P., & Tracy, D. M. (1999). Collaborative essay testing: just try it! College Teaching, 47(1), 33-35. https://doi.org/10.1080/87567559909596077
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There are 62 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Selcen Çalık Uzun 0000-0002-2178-6642

Sedef Çelik Demirci 0000-0002-9242-8009

Project Number 2016.S34.02.04.
Publication Date July 31, 2023
Submission Date January 21, 2023
Published in Issue Year 2023 Volume: 7 Issue: 14

Cite

APA Çalık Uzun, S., & Çelik Demirci, S. (2023). Collaborative Testing as an Alternative Assessment Technique in Algebra Education. International E-Journal of Educational Studies, 7(14), 287-309. https://doi.org/10.31458/iejes.1240193

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