Their Grades Are Higher, but Are They Learning?: Examining the Impact of Cooperative Testing on Individual Learning
Group tests are one format for cooperative learning and assessment. However, while groups typically outperform individuals on group tests, how does cooperation translate into individual learning? This project examines students’ responses when allowed the opportunity to ‘re-do’ quiz answers after completing a group quiz. Thematic analysis is used to identify seven categories for how students explain their new responses. While some of these categories show a positive impact in helping students to sharpen definitions and remember class experiences, other categories illustrate students’ lack of understanding of course material, inability to formulate an argument and/or misunderstanding of the assessment context.
