2026 ASEE Annual Conference & Exposition

This Case Study examines the replacement of traditional high-stakes examinations with a group quiz system in a core Mechanics of Solids course at [Anonymous University]. The change was motivated by persistent challenges associated with individual timed exams, which often create heightened test anxiety and reduce student engagement. To address these issues in Mechanics of Solids, eleven group quizzes were integrated throughout the semester and administered immediately following lecture and homework on each major topic. The quizzes were intentionally designed to be more complex than standard exam questions, requiring students to collaborate, articulate reasoning, and negotiate solutions, thereby reflecting teamwork practices common in professional engineering contexts.

Student responses to the group quiz format were favorable. Course evaluations showed an improved perception of formative assessment aligning with course content. A supplemental preference survey revealed that 57% of students favored group quizzes over traditional exams, while 39% preferred a hybrid approach that combined traditional exams with intermittent group quizzes. Qualitative feedback highlighted reduced anxiety, strengthened teamwork skills, and a more balanced workload. Individual accountability was maintained through required homework and a summative assessment in the form of a final exam.

The case study discusses both benefits and challenges encountered. Reported benefits included stress reduction, enhanced peer-to-peer learning, and the development of collaboration skills consistent with ABET outcomes. Observed challenges included uneven participation within groups and balancing academic rigor with collaboration. Lessons learned will be presented, along with strategies to mitigate group imbalances and support equitable learning.

This paper contributes to ongoing discussions about alternative assessment methods in civil engineering education. The group quiz model demonstrates a scalable, replicable approach that can reduce exam-related anxiety while promoting collaboration and technical mastery. It offers practical insights for civil engineering educators seeking assessment strategies that balance rigor, fairness, and student well-being.