When one instructor began to use cooperative learning groups as a main teaching strategy in teacher education courses, she designed a large group oral exam format to take the place of traditional paper-and-pencil testing. The group oral exam format reduced text anxiety as there was no right or wrong response; it drew on both the cognitive and affective domains, and demanded individual input, critical analysis and thinking, use of synthesis, and valuing and organization. In this format the 30-student class broke into their usual cooperative small groups to develop a consensus on the topic presented. In each group each idea was supported and accepted before it was presented in the large group sharing period. Then each group shared one conclusion that evolved. After this an outline for the class essay was created. Agreement was reached on specifications for the essay, and the resulting piece reflected the thought power of the entire class. For evaluation, the instructor used the Student Record of Behavior, a classroom observation instrument, and the seating chart instrument from the Junior Great Books discussion group procedure that provides written evidence of participation and quality of information. The teacher became not a proctor but an active though mostly silent facilitator. (Contains 15 references.) (JB)