This paper looks at using collective critical thinking about issues as an assessment technique instead of or in addition to written tests. A substantial literature review examines the role of assessment and alternative strategies such as group oral exams in classes where cooperative activities and learning have been emphasized. The review reveals that a group oral exam works effectively. In a non-threatening environment, students use individual input and reflection as well as group skills to synthesize group responses. Examples of use of group oral exams as an assessment procedure are described, including the group dynamics and outcomes: (1) a final group oral exam for an experimental class which focused on cooperative activities, panel discussions, forums, etc.; (2) a fourth-grade class preparing a letter to a state senator regarding rain forest destruction; (3) a mock school board meeting; and (4) a final exam from an experimental class. Findings from the use of group oral exams indicate that such exams reduce anxiety, promote critical thinking and analysis rather than just retrieval of information, are applicable in many disciplines, develop consensus building skills, and demonstrate democracy in action. Though not applicable to every content subject or unit of work, where it is an appropriate assessment/evaluative instrument, group oral testing appears to be very effective. Examples of final exams and study guides are included in an appendix. (Contains 16 references.) (ND)