INNOVACIÓN EDUCATIVA: Los exámenes cooperativos que mejoraron los resultados académicos en un colegio de Zamora

The San Vicente de Paúl de Benavente School  for nine years now began its process of methodological innovation that implied a significant change in the classrooms. A change in the role of teachers, not only as a transmitter of knowledge, but also as a facilitator and facilitator of learning. And also a change in the role of the student, enhancing their active participation in the classroom. This innovation began with cooperative learning, from the stage of Infantile to Secondary, and with learning based on thinking, making skills and routines of thought.

During this course, he took another step. Innovation in the evaluation process. Since the cooperative work is consolidated, it was necessary to carry out an evaluation in a cooperative way.

The evaluation of the learning process must pursue a clearly formative purpose, which provides the student with the precise information to improve their learning, to acquire strategies, skills and basic competencies. We need to do it with multiple tools and in multiple moments throughout the term, in such a way that we have a global vision of the student, of how he learns, what he learns, his rhythm and his progress in his learning.

The cooperative exam is one more tool in the evaluation process, which is carried out at least once a quarter, in the different areas, in the primary and secondary stages.

Why do a cooperative exam?

  • Because they are an effective way to integrate training in the learning process. During the cooperative exam the students not only show what they know, but they put it into practice. This activity requires dialogue, discussion, consensus and arguments. It is a practice that generates, therefore, learning.
  • Because different competences are evaluated: linguistics, mathematics, learning to learn, social and civic competence and sense of initiative and entrepreneurial spirit.
  • because a methodological change necessarily implies a change in the way of evaluating.
  • Because it implies reaching the highest level of knowledge of Bloom’s Taxonomy, since it requires creating a product resulting from a reflection, understanding and analysis of the task.
  • Because the individual effort benefits the team. And for that reason, the positive interdependence between the members of the cooperative group is reinforced.
  • Because cooperative exams are an integrating tool. It implies a commitment with the team members for a common purpose.
  • Because it is a “simulacrum” of real life. Currently, work environments require working in a coordinated manner, in working groups and taking into account the opinions of others.
  • Because it caters to diversity. If the base groups are heterogeneous, students with mild learning difficulties are helped and led by their peers. This help is bidirectional, since, while one student helps another, one benefits by obtaining an explanation, more contextualized, and the other, reinforces and consolidates their knowledge, therefore, achieves significant learning. In the case of more heterogeneous levels, a homogeneous group can be made and the tests adapted to the level of each team.

How they perform the cooperative exam:

In cooperative base groups formed by 4 or 5 students.

It is important to note that the test should not be routine but cooperative exercises. It should be a more competent task, that is, in which students should apply what they have learned, with a task closer to reality, contextualizing learning.


From there, the cooperative exams that take place in the subject of mathematics, are usually with manipulative materials, or activities related to the most everyday environment, or else, a practical case of application.

The dynamics can be done in migratory groups, that is, each corner a task, having a limited time in each corner.

The team solves the proposed activities, manipulating materials and performing calculations on its sheet.

Todos los miembros del grupo cooperativo deben tener los mismos resultados. Es por ello que cada alumno debe discutir, analizar y justificar sus respuestas, para llegar juntos al consenso.

Se coordinan estrategias, resoluciones, se gestionan tiempos y funciones de los roles del equipo.

Al final de la clase se recoge uno de los trabajos de cada grupo, asignados previamente con números del 1 al 5, eligiendo un número al azar.

Tiempo para la dinámica completa: una sesión de clase.

Durante los exámenes cooperativos el papel del profesor es meramente observador.

  • El profesor pasea por la clase. Observa cómo trabaja cada equipo.
  • Revisa que no exista un reparto de tareas. Todos los miembros del equipo deben estar trabajando en la misma tarea.

Ejemplos prácticos pueden ser:

The cooperative examination in proportionality in the subject of mathematics, during the same, the cooperative groups solved challenges in different corners of the class in which they had to apply proportionality with photographs, maps, geometric figures, etc.

Examination of couple of functions, in which students must associate a graph to a statement of a problem.

You can find more examples of cooperative exams at




INNOVACIÓN EDUCATIVA: Los exámenes cooperativos que mejoraron los resultados académicos en un colegio de Zamora by