132 PREPARATION OF SCHOOL LEADERS
The literature supports the idea that the ability to involve staff, allocate resources, and set pri-
orities can be developed using this assessment approach. Emerging leadership (Briggs & Har-
ris, 1990), task allocation (Nowak, 1996), prioritization (Briggs & Harris, 1990), peer moni-
toring (Zimbardo et al., 2003), and an enhanced sense of responsibility (Briggs & Harris,
1990) have been shown to be outcomes of team testing. Each of these skills is practiced dur-
ing the team-testing process, further preparing students to use these skills in future administra-
tive roles.
Communication, group process skills, conflict resolution, and consensus building, also
elements of ELCC Standard 3, have been shown in the literature to be outcomes of team test-
ing. Several studies showed that team testing increased students’ social and communication
skills (Hurren et al., 2006; Lockemy & Summers, 1994; Lou et al., 1996; Nowak, 1996). Still
others found that problem solving, cooperation, and consensus building were also enhanced
by team testing (Briggs & Harris, 1990; Hurren et al., 2006; Lou et al., 1996; Zimbardo et al.,
2003).
RESEARCH STUDY
Purpose of the Study
The purpose of this study was to determine the impact of team testing on the success of
school leadership students enrolled in a research methods course. This study was initiated in
response to an article by Hurren et al., in the February 2006 issue of Phi Delta Kappan. In that
article, Hurren and colleagues proposed that team testing promotes individual academic suc-
cess and social growth.
Research Questions
Four research questions were used to frame this study:- Does team testing improve student achievement on a final exam?
- Is student achievement impacted if students select the option to team test on a final
exam? - Does team testing develop students’ interpersonal skills?
- What are students’ impressions of team testing?
To address these four questions, a quasi-experimental two-part mixed methods study was
developed. In Part 1, students were placed in teams for a final exam or were tested individu-
ally. This phase of the study provided quantitative data. The teamed students were also given
an open-ended survey to determine the interpersonal skills used during the exam and the stu-
dents’ impressions of the experience. This survey provided qualitative data. In the second part
of this study, a different sample of students was given the option to team up for a final exam
or take that same exam individually. This option was given in response to data gathered in the
qualitative portion of the first part of the study. Only quantitative exam score data were col-
lected during the second part of this study.