Variations of the group quiz that promote collaborative learning

Abstract

In this paper, we demonstrate how variations of the in-class group quiz can resolve two difficulties often reported by instructors as they contemplate the use of collaborative learning techniques in lecture classes. The two difficulties we refer to are: (1) encouraging student acceptance of active learning and (2) making the transition from lecturer to facilitator. In this paper, we show how these two difficulties can be resolved by converting familiar, in-class, individual quizzes to group quizzes. In addition, we show how group quizzes can play additional roles in the collaborative learning process such as assisting in the development of instructional materials that enhance learning, coaching students in the development of learning skills, promoting interaction among students, and reducing students' anxiety with quizzes. Finally, we present statistical data that defends the use of group quizzes in the grading process.