Assessing Students Through Collaborative Test-Taking

• In Event: Poster Session 13
  In Poster Session: Classroom Assessment Research and Practice

Abstract

This study examined the effectiveness of collaborative test taking as a teaching strategy as well as an assessment technique. In the first phase traditional midterm/final exam strategy was compared with frequent quiz taking and in the second phase frequent individual quiz taking was compared with frequent collaborative quiz taking. Students’ performance was evaluated not only through short factual tests but also through conceptual final exams and individual final projects. and The results showed that when the quizzes are open-book, and students have a chance to collaborate (discuss in pairs how to answer the quiz questions), they perform significantly higher in their final examinations and their final projects (an indicator of conceptual learning).

Author

• Ali R. Rezaei, California State University - Long Beach