The Effects of Working in Pairs in Science Performance Assessments

Abstract

Concerns about the effects of multiple-choice measures in traditional testing programs have led many educators and policymakers to suggest the use of alternative assessment methods. Some performance-based assessments require students to work in small collaborative groups as part of the test process. This study uses responses to hands-on science tasks at Grades 5 and 8 to examine whether the score a student earns while working with someone else is a truly independent assessment of that student's ability. We also explore whether working in pairs affects an individual's scores on subsequent tasks and whether these results are consistent across grade levels. Our analyses indicate that at Grades 5 and 8, work done with a partner should not be considered as an independent assessment of each student's ability. Some evidence of carry-over effects from working in pairs was found at each grade.