Interest in group exams and quizzes continues to grow, as does the research on how they affect learning. The process of having students take an exam or quiz individually and then collectively in a group goes by several different names, including collaborative testing and two-stage testing. Beyond that are an array of different design details associated with the practice: for example, how the groups formed, the number of collaborative or traditional testing events or both in a course, the kinds of test questions, the length of the group collaboration, the relative weight of the individual score, and the group score. In studies of group testing experiences, these design details are equally varied. So although we have some good research, it’s difficult to the integrate findings and offer a definitive set of conclusions.
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