Takes ownership of the potential for students to rely on the knowledge of others; providing students the opportunity to take multiple-choice exams in a group or in pairs. This testing approach allows students to discuss the materials and “teach each other.” To some extent, this approach can also increase the students’ grasp of the material. Different strategies for collaborative testing work in different testing scenarios. For instance, instructors may allow students to discuss a particular test as a group and then conduct an assessment by asking students to turn in their answer sheets. Group members do not have to agree on the answer to questions in this type of collaborative test scenario, and thus have some independence in this context.

The second collaborative test option involves having a group of students agree on answers, with each group handing in a single answer sheet. Each group member thus receives the same grade as everyone else in their group. This particular scenario has the advantage of allowing students to collaborate and potentially enhance their knowledge of the material. It also allows teachers to assess students on how well they can work in a group, and how they come to an agreement on answers that relate to knowledge and skills testing.

A third option requires the combination of these two methods, with class members taking first tests individually and submitting their answers for an individual grade. The second phase is the group testing, with groups or pairs of students taking the same test or a portion of the same test and possibly receiving bonus points for group performance. A final score derives from a combination of the two test scenarios, or there can be a two-part component of the score, with the individual score and the group score factored in.