Journal of Research in Science, Mathematics and Technology Education

Higher Education STEM Faculty Views on Collaborative Assessment and Group Testing

Allan Jay Dinglasan 1 * ,
Jennifer Lynn Weible 1
1 Central Michigan University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 8, Issue SI, June 2025, pp. 315-335
OPEN ACCESS VIEWS: 209 DOWNLOADS: 25 Publication date: 15 Jun 2025
ABSTRACT
Transitioning to online learning led to an increased reliance on collaborative assessment and group testing in higher education STEM courses. While research has shown that such assessments enhance student engagement, critical thinking, and confidence, their adoption remains inconsistent. This study explores STEM faculty perceptions of collaborative assessment, focusing on its legitimacy, benefits, and implementation barriers. Through a mixed-methods approach, surveys and semi-structured interviews were conducted with STEM faculty across North America. Thematic analysis revealed three key findings: (1) faculty recognized the pedagogical value of collaborative testing in fostering student confidence and engagement, (2) concerns about implementation, including academic integrity and student accountability, were seen as manageable with proper safeguards, and (3) resistance to collaborative assessment was often rooted in entrenched pedagogical beliefs and institutional inertia. While faculty acknowledged its potential benefits, some remained hesitant due to concerns about grading fairness, student workload distribution, and long-term knowledge retention. The study highlights the need for a paradigm shift in STEM education, emphasizing collaborative pedagogy as a viable alternative to traditional assessments. Addressing faculty concerns through professional development, institutional support, and data-driven discussions on efficacy may help normalize collaborative assessment practices. These findings contribute to ongoing discussions about assessment innovation in higher education and provide insights into how faculty attitudes shape instructional choices.
KEYWORDS
Collaborative assessment, faculty perceptions, group testing, higher education, pedagogy reform, STEM education.
CITATION (APA)
Dinglasan, A. J., & Weible, J. L. (2025). Higher Education STEM Faculty Views on Collaborative Assessment and Group Testing. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 315-335. https://doi.org/10.31756/jrsmte.4113SI
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