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Journal of Information Systems Education

Abstract

In collaborative testing environments, students work together in small groups to answer examination questions. This study tested the hypothesis that group exams help student testing performance in IS classes. Quantitative and qualitative analyses of student scores on two examinations (a quiz and a formal, extensive midterm) found significantly higher group scores (compared to individual scores), and that superior group performance was particularly notable for the constructed-response portion of the midterm. Both direct observation of the group process and a survey of student perceptions about the group exam process suggested that there were (1) few of the behavioral problems often attributed to group exams, (2) objective conflict resolution, and (3) favorable student perceptions of the process itself. This paper also provides several caveats that should be considered when interpreting these findings and suggests several avenues for future research.

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