Collaborative Testing as an Alternative Assessment Technique in Algebra Education

This study aims to analyze the impact of collaborative testing students’ cognitive and affective learning outcomes in algebra mathematics education. The sample was 33 students 6th grade. mixed method approach employed, using both quantitative qualitative data collection techniques. Data instruments included (a) exams consisting open-ended questions developed by researchers test student attainments (Algebra Attainment Test), (b) Mathematical Attitudes Scale aiming determine attitudes towards math lessons, (c) Exam Anxiety Inventory exam anxiety levels, (d) interviews opinions on testing. According analysis data, it determined that experimental group's mean score attainment higher than control group. But not statistically significant. Furthermore total found a decrease group but However, there significant difference between mathematics. revealed views were positive negative “cognitive”, “affective”, “social” “suggestions” themes about As result research, we evaluated effectiveness form work based assessment activities. At same time, presented advantages disadvantages technique discussed its usability as an alternative technique.