Blending Individual and Group Assessment: A Model for Measuring Student Performance
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Abstract
Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed questions, but each student had a different version of the examination and their own questions to answer. Afterwards, students were given a questionnaire and one group from each section was interviewed to see how they rated blended assessment. The majority of students preferred the blended examination over an individual examination, but not everybody felt this way. Benefits of the blended examination include being able to verbalize the questions which led to a better understanding of them and a more relaxed atmosphere which may be helpful for students with test anxiety. Concerns about the blended examination such as time, fairness, and trouble concentrating were raised.
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