Collaborative Group Testing (CGT): Perceptions of Students in a Biotechnology Course for Non‐Majors

Abstract

Collaborative group testing (CGT) is an assessment approach where individuals work together on examinations to discuss questions and formulate responses together. The purpose of this mixed methods study was to examine the benefits of using CGT in an introductory undergraduate biotechnology course for non‐majors. This study compared students’ scores on group tests vs. individual tests and how peer communication within groups affected students’ perceptions of CGT. Participants included 115 students enrolled in a large biotechnology course focused on the scientific background of biotechnology applications relevant to citizens. Surveys were given after Exams 1 and 2 to explore student ideas about peer communication. There were significantly higher exam scores on the group exam questions compared to individual questions for Exams 1, 2 and 3 (p < .001, N = 115). Students rated group and personal participation (3.64/3.55 and 4.09/3.96 during Exams 1 and 2, respectively) in group discussions. A majority of students reported that the ability to communicate was the biggest advantage of collaborative group testing. They were also able to recognize their role and the role of their peer groups in the quality of the experience. Findings suggest that collaborative group testing can be used as a novel, alternative assessment strategy in college classrooms by allowing students to work and communicate together effectively.