The impact of co-creation
An analysis of the effectiveness of student authored multiple choice questions on achievement of learning outcomes
Bibliographic Data
| ID | 21631796 |
|---|---|
| Authors | Elaine Doyle (0000-0001-7070-1185, University of Limerick, corresponding author), Patrick Buckley (University of Limerick), Patrick G Buckley (0000-0001-7840-197X, University of Limerick) |
| Year | 2022 |
| Volume | 30 |
| Issue | 9 |
| Pages | 1726-1735 |
| Publication date | 2022-10-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2020.1777166 |
| OpenAlex | W3034990104 |
| Language | EN |
| Citations received | 5 |
| References cited | 25 |
While research and practice centred around students and academics working together to co-create in the higher level sector has increased, co-creation in assessment remains relatively rare in a higher education context. It is acknowledged in the literature that deeper comprehension of content can be realised when students author their own questions and solutions, rather than just answering teacher-designed questions. However, to date, studies measuring the impact of students co-creating assessment instruments on academic performance are limited. Situated within a constructivist learning paradigm, this study examines the effect on academic performance of students creating their own multiple-choice questions using an on-line peer-learning environment. We use a novel experimental approach, designed to overcome many of the acknowledged limitations of prior studies, to quantitatively measure the effectiveness of the co-creation assignment on student learning. We find that co-creation has a statistically significant impact on their academic performance in relevant topic in the end-of-semester exam
Academic achievement · Comprehension · Educational technology · Higher education · Mathematics education · Multiple choice · Pedagogy · Significant difference · Situated · Computer Science · Higher Education and Employability · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
Student roles and behaviors in higher education co-creation – a systematic literature review
Exploring the Impact of Open Pedagogy on Minority Students’ Motivation, Computational Thinking, and Perceived Learning in Interactive Computer Game Development
The impact of content co-creation on academic achievement
Co-designing assessment tasks with students in tertiary education
Teacher's service-dominant orientation
Teaching Students to Generate Questions
Addressing potential challenges in co-creating learning and teaching
Assessment in Partnership with Learners
Using assessment to support higher level learning
Staff student partnership in assessment
Enhancing the learning effectiveness of ill-structured problem solving with online co-creation
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |