Team-Based Testing Improves Individual Learning

Abstract

In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered until they were correct. Students took the other three tests individually with feedback. All students were individually tested over a portion of this content two weeks later and again after two months. Independent samples t tests revealed that TBT students scored higher when retested two months later than those who took the test individually. Finally, three-fourths of the students reported that they enjoyed TBT more than individual testing. Although TBT requires more class time to administer, it appears to be beneficial for long-term student learning.

Keywords:

• assessment
• collaboration
• collaborative testing
• group testing
• learning outcomes

AUTHOR NOTES

Jane S. Vogler is currently an Assistant Professor in the School of Applied Health and Educational Psychology at Oklahoma State University. Her research interests include learning processes and discussions that occur in small group learning contexts. She seeks to understand better how individual learning outcomes are related to small group learning experiences. Daniel H. Robinson is Director of Research and Measurement for Project 2021 at the University of Texas at Austin. His research interests include educational technology innovations that may facilitate learning, team-based approaches to learning, and examining trends in articles published in various educational journals and societies.