Two-part collaborative assessment, individual then group answering, transforms summative testing into a learning experience and may reduce test anxiety¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In collaborative assessment students first answer questions individually, then answer the same or similar questions in groups; used summatively it transforms the assessment into a learning experience. → Fusco 2025

Evidence¶

Fusco 2025¶

Fusco, J., DiMaria, S., Yeadon, B., Kolodner, J., & Shell, A. (2025). Assessment During Collaborative Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/252

q2 · i? · review · r2

The primer describes the two-part collaborative assessment format attributed to Bremert et al. (2020): individual answering followed by group answering of the same or similar questions, usable formatively or summatively. No effect size is printed.

"when used summatively, it transforms the assessment into a learning experience since students engage with their peers while being assessed."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Students taking online and proctored online exams report higher test anxiety than students taking on-campus exams and non-proctored online exams — the general claim this finding bears on, with the studies behind it
• Pretesting enhances learning — related
• Peer Discussion Improves Conceptual Understanding — related
• Dental students in a revised low-stress TBL format scored higher on the individual summative assessment (iSAT) than medical students in the original high-stakes format, in a non-randomised comparison of two cohorts — related