Group Quizzes: More Positive Outcomes

We have previously reported on various iterations of having students do quizzes in groups. The study referenced below adds to the growing number of evidence-based reasons for doing so. Here’s how group quizzes were used in this study. In an introductory sociology course (which was compared with a control section of the same course), students took eight unannounced quizzes that covered reading assigned for that day. After answering the three to five open-ended questions, students joined a group (formed by the teacher and with similar ability levels) in which they discussed their answers. After the discussion, they could revisit their individual answers. One quiz was randomly selected from each group and the score on that quiz became a group grade assigned to everyone in the group. Individual quizzes were also scored so that students could compare their individual and group grades.

Faculty researchers used quiz, exam, and final grades along with survey data to answer questions in three different areas. First, they wanted to know whether this style of collaborative testing would improve students’ learning, which they operationally defined as quizzes, exams, and final grades. Students in the experimental group did score significantly higher on the quizzes, but they did not score higher on exams or receive higher final grades than students in the control group. Researchers think the lack of impact on tests and grades might have occurred because these quizzes only counted for 14 percent of students’ grades. They also thought, based on recommendations in previous research, that perhaps these students needed some instruction in group processing issues.

The second pragmatic questions of interest involved whether or not this approach to group quizzes would improve students’ preparation for class. Would it more effectively motivate them to keep up with the reading? The answer to this question was yes. Students reported that they were more likely to come to class having already completed the assigned reading. Their comments illustrate what a powerful influence peers can have on each other’s learning. Many reported not wanting to let the group down. Here’s a comment that illustrates this feeling. “I have been forced to keep up with the readings so I don’t hurt others in my group with poor grades.” (p. 259)

Finally, researchers were interested in the effects of this kind of collaborative quizzing on several different student attitudes. Would students be more positive about quizzing in this format? Would they think taking quizzes this way would positively influence exam scores and final grades? Would they be more positive about the field of sociology? And, would their initial skepticism about this approach to testing diminish as they experienced the process? Each of these questions was answered positively by the study’s results. The researchers wonder whether these positive findings might be indicative of an even larger impact. “If collaborative testing motivates students to complete assignments and to develop positive attitudes about both their peers and the course material, it may also help to foster student retention.” (p. 260)

Of their findings overall, these researchers conclude, “These results provide further empirical support to those instructors and researchers who have championed the use of collaborative learning strategies and should suggest to others that they might be well worth considering.” (p. 261)