Practice Quizzes Can Be a Team Sport

Imundo, M. N., Clark, C. M., Bjork, E. L., & Paquette-Smith, M. (2025). The Effects of Collaborative Practice Testing on Memory for Course Content in Introductory Psychology. Teaching of Psychology, 52(4), 403-410.  Via Edutopia

Low-stakes quizzes are widely recognized as one of the most effective learning strategies because they strengthen memory through retrieval practice. A recent 2025 research study adds an important insight: quizzes may be even more powerful when students complete them collaboratively rather than individually.

In the study, university students enrolled in an introductory psychology course completed four brief practice quizzes during online lab sessions. Two quizzes were completed individually, while two were completed in small groups of four to five students. Several weeks later, students were given unannounced individual quizzes assessing their understanding of the same concepts.

The results were notable. Students demonstrated stronger recall and deeper understanding of concepts they had previously practiced collaboratively compared to those they had practiced alone. The collaborative quizzes appeared to enhance long-term retention of key ideas, suggesting that social interaction can strengthen the cognitive processes associated with retrieval practice.

Researchers emphasized that the structure of collaboration played an important role in the success of the strategy. The quizzes were intentionally low stakes and ungraded, reducing pressure and allowing students to focus on learning rather than performance. Working in small groups encouraged students to discuss their reasoning, explain concepts to peers, and clarify misunderstandings in real time. These conversations helped students identify gaps in their knowledge and refine their understanding before receiving feedback.

Importantly, collaborative quizzes did not simply allow students to copy answers from one another. Instead, the group format encouraged active engagement, explanation, and shared problem-solving. Cognitive science research consistently shows that explaining ideas to others strengthens understanding by requiring learners to organize their thinking and articulate relationships between concepts.

The study adds to a growing body of research demonstrating the effectiveness of retrieval practice as a learning strategy. Practice quizzes—whether short answer, multiple choice, or discussion-based—help students consolidate learning by strengthening neural pathways associated with recall. When retrieval practice is combined with peer discussion, students benefit from multiple perspectives and opportunities to refine their thinking.

For educators, the findings suggest that collaborative quizzes can be used strategically to reinforce learning while also promoting academic discourse. When implemented thoughtfully, group quizzes can help create supportive learning environments where students feel comfortable expressing uncertainty and working through challenging material together.

Key considerations for successful implementation include:

• keeping quizzes low stakes to reduce anxiety • forming small groups that encourage participation
• designing questions that require discussion and reasoning
• using quizzes as learning tools rather than grading tools
• allowing students to compare thinking and clarify misunderstandings

Collaborative quizzing may also support equitable participation by encouraging quieter students to engage in smaller peer discussions rather than whole-class responses.

Ultimately, the research reinforces an important principle: learning is both cognitive and social. Retrieval practice strengthens memory, while collaboration strengthens understanding. When students work together to retrieve information, they not only recall concepts more effectively but also develop deeper comprehension.

Low-stakes collaborative quizzes represent a practical, research-supported strategy that teachers can use to improve retention, engagement, and confidence.

When quizzes become opportunities for discussion rather than evaluation alone, they can transform assessment into a powerful learning experience.

Original Article

Imundo, M. N., Clark, C. M., Bjork, E. L., & Paquette-Smith, M. (2025). The Effects of Collaborative Practice Testing on Memory for Course Content in Introductory Psychology. Teaching of Psychology, 52(4), 403-410.

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Prepared with the assistance of AI software

OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com