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Session C4

6th Annual CNM Conference on Teaching and Learning

The Collaborative Meta Exam Concept & Practice: An Evidence-Based Method to Fully Activate Student Learning

Melanie Will-Cole (EPS & NS, MSE, CNM)

Sandia III, 2:30-3:45

Evidence-based research has demonstrated the positive attributes of active-collaborative teaching pedagogies on student success, namely enhanced learning, heightened institutional student retention, improved critical thinking, enriched inquiry-based thinking and intrinsic motivation to gain & create new knowledge. Although active-collaborative teaching methodologies have been well-received and widely implemented across college undergraduate curricula, assessment methods remain less evolved. This session will focus on a beneficial alternative to traditional exams, namely “Collaborative Meta-Exams” (CME).  Evidence-based research which demonstrates that learning can take place during exams if the exams are conducted to foster collaborative-learning verses recall of material learned in preparation for exams, will be presented, discussed & analyzed. Undergraduate college educators, especially science educators, would benefit from this session.

Expected outcomes (Select Examples):  Understanding the benefits of CME; Construction & implementation of CMEs to foster student learning; Development of learning-based questions to engage students in “comprehensive-learning” that empowers understanding, inquiry, and enhances critical thinking.  

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