Collaborative Test Taking: Benefits for Learning and Retention

Abstract

The results of a two-year study indicate that collaborative testing is a valuable pedagogical strategy that can both assess and enhance student learning. After finishing their first attempt at each exam, students were given a second attempt either working collaboratively in small groups or individually with open books and notes. Collaborative testing consistently produced significantly higher test scores. In addition, students' retention of course content is shown to be improved when collaborative testing is used. Concerns about grade inflation are alleviated through the use of proportionally weighted grading.

Keywords:

• examinations
• learning assessment
• collaborative testing
• student learning
• information retention

Acknowledgments

Davida Bloom is an Associate Professor in the Department of Theatre at the State University of New York College at Brockport. In addition to her teaching and scholarship she frequently performs and directs in Rochester theaters and regularly does voice-over work. She is grateful for Fred Gravetter's help with the statistical analysis of the data.

Notes

*A bonus question was given on these exams, for both semesters, so the maximum point total was 168 rather than 160. The total points available over each semester was identical.

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**p < .01

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