Team-Based Testing: Does It Help Individual Learning?

• In Event: Instructional Impacts on Student Learning and Motivation

Abstract

The purpose of this study was to determine if participating in a team test was associated with higher scores on a subsequent test for the individual team member. Using a crossover design, students enrolled in an undergraduate educational psychology course were randomly assigned to start in the (a) individual or (b) team-test condition. All students were individually tested over a portion of this content two weeks later and again at the end of the semester. Independent t-tests revealed that those who were initially assigned to the team test condition scored statistically significantly higher on review items included on the end-of-semester exam than those who had been in the individual condition. The study and its results were replicated the following semester.

Authors

• Jane S. Vogler, Oklahoma State University

• Daniel H. Robinson, Colorado State University