Cooperative College Examinations: More Gain, Less Pain When Students Share Information and Grades

Abstract

Abstract Examination performance of introductory psychology students (N = 576) was significantly enhanced (p < .001) in each of 4 separate comparisons of those taking tests with a partner versus traditional solo testing. In each case, mean test scores were raised significantly and grade variability was reduced. The power of cooperative team testing is shown in the robust average effect size of .80. Teammates also reported a host of positive attitudes toward the experience, notably (a) reduced test anxiety, (b) elevated confidence, (c) irrelevance of cheating, and (d) increased enjoyment of the course and subject matter. Similarly, the authors found positive effects for both required assignment to testing teams and in freely chosen teams. Comparison students given hypothetical scenarios regarding team versus solo testing misjudged some key features of the cooperative testing procedures. Recommendations for utilizing this effective educational strategy are proposed, and the social and motivational processes that it engages are discussed.