Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed questions, but each student had a different version of the examination and their own questions to answer. Afterwards, students were given a questionnaire and one group from each section was interviewed to see how they rated blended assessment. The majority of students preferred the blended examination over an individual examination, however not every student felt this way. One benefit of the blended examination was being able to verbalize test questions, which led to a better understanding of them. Concerns about the blended examination such as time, fairness, and difficulty concentrating were raised.