Formative Classroom Assessment Using Cooperative Groups: Vygotsky and Random Assignment

Abstract

The formative classroom assessment using cooperative groups described in this paper has four purposes:(1) to increase students' understanding of concepts through verbal interaction with peers, (2) to provide feedback to the instructor on the cognitive processes students use to answer questions, (3) to reinforce the classroom learning environment, and (4) to model a variety of assessment methods. Students are randomly assigned to groups of four or five just before the test materials are distributed. Each student receives a test booklet and a scantron sheet for his or her answers--to be marked after discussion with the group. Group consensus is neither required nor encouraged. Student reaction to this assessment format has been uniformly positive. [ABSTRACT FROM AUTHOR]