Anticipated Group Versus Individual Examinations: A Classroom Comparison

Abstract

Instructors across disciplines continue to seek methods to improve students' retention of class material. One potential method for increasing retention is the use of collaborative, or group, testing. We tested the hypothesis that group testing would lead to greater retention than individual testing. Two instructors, teaching 2 sections of their respective courses, alternated testing formats across the 2 courses. Participants were 147 students from 4 separate undergraduate psychology courses (2 per instructor). Participants taking the group test initially scored higher than those taking the individual test. However, after 3 weeks, with retesting on a subset of questions, there was no significant difference in retention between group versus individual test takers. These findings call into question the value of collaborative testing.

Effect of Collaborative vs Noncollaborative Quizzes on Examination Scores in a Pharmaceutical Calculations Course

“…These findings are consistent with most other studies of this nature. [10][11][12][13][14][15][16][17][18][19][20] However, our hypothesis that collaboration during weekly quizzes would result in increased midterm and final examination calculation scores was incorrect. On the midterm examination, mean scores were no different between students who had only worked collaboratively up until that point (collaborative and collaborative/noncollaborative) and students who had only taken quizzes independently (noncollaborative and noncollaborative/collaborative).…”

“…25 Of the research on collaborative testing we reviewed, almost all reported using groups within the range of 2-4 members. [10][11][12][13][14][15][16][17][18][19]21 Oakley and colleagues recommended the instructor assign the collaborative groups instead of allowing students to self-select because "left to their own devices," stronger students tend to seek one another out, leaving weaker ones to fend for themselves. 26 Of the studies in which students were assigned to groups, the methods and timing of randomization varied.…”

“…10,11 Conversely, several studies showed no significant difference in subsequent examination scores between students who worked collaboratively and those who worked independently. [13][14][15]18,20 Researchers who surveyed students reported a positive student reaction to collaborative testing. From the students' perspective, collaborative testing led to increased understanding of the material.…”

Student Attitudes, Satisfaction, and Learning in a Collaborative Testing Environment*

“…14,20 Conversely, researchers at the University of Northern Colorado studied the effects of collaborative testing on material retention among students enrolled in undergraduate psychology courses. 33 Although students reported satisfaction with the collaborative model, and course performance was improved as a result of participating in group testing, retention was neither significantly improved nor significantly decreased among collaborative participants. In a similar study among nursing students, Lusk and Conklin also found no significant increase in material retention among students who completed assessments collaboratively.…”

Research and Teaching: Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students

“…The most commonly reported benefit of collaborative testing is improved test scores (e.g., Woody, Woody, & Bromley, 2008;Yuretich et al, 2001); however, several of these studies (e.g., Rao, Collins, & Dicarlo, 2002;Stearns, 1996) used the group's exam scores (rather than a posttest of individual students' performance) to indicate improvement-a method that fails to measure the impact of collaborative testing on individual student performance. Two studies used a subsequent posttest to measure the amount of content retained by students following collaborative testing (Cortright et al, 2003, Leight et al, 2012.…”