Group-Based Formative Summative Assessment Relates to Improved Student Performance and Satisfaction

Abstract

In this study, I examined the effectiveness of a group exam review activity on students' long-term retention of concepts and satisfaction. As part of a formative summative assessment activity (FSA; Wininger, 2005), students worked either individually or collaboratively on an exam review activity in the class periods following the 2 unit exams. Students indicated that both activities were useful and enjoyable; however, the group activity had a more positive effect on retention of concepts and student satisfaction. At the 5-week posttest, students who completed the group activity scored 10% higher (on average) than their original exam scores, whereas the students who completed the individual activity scored only 1.2% higher. I discuss these results with regard to a multidimensional FSA framework.