The primary purpose of assessment in an instructional setting is twofold: to determine whether learners have achieved the stated objectives and learner outcomes described in the curriculum and to determine whether educators meet those learning objectives in the classroom. Assessment, quite often, is administered in the form of a written or computerized test or exam. The intervention that would be examined in this review is collaborative testing. Collaborative testing is a method in which students work together while taking a written evaluative exam. Collaborative, or cooperative, testing is an umbrella term used to describe a test method different from traditional or individualized testing. Collaborative testing has been utilized in undergraduate, graduate, and post graduate settings. This review would intend to determine whether collaborative testing in the classroom setting produces positive learner outcomes in the higher education setting. This review would identify whether learner performance will improve students' class grades when measured against their individual grades. It would also assess student's perception of anxiety during test taking in either individual or collaborative format. The review would also evaluate the students' evaluations of the collaborative process, their perceptions of confidence with test taking skills, and their overall perceptions of comprehension and retention of material.