Using active student participation to cultivate critical thinking in examinations

Abstract

ABSTRACT Exams can be a stressful time in a student’s life where they are required to review notes and memorize facts and figures. Many students leave these exams and forget the material relatively quickly. An alternative pedagogical exam style where students create their own exam questions is a method that engages students through active participation and fosters critical thinking. The current paper discusses a student-led exam approach in a criminal justice course where students work together to create short answer exam questions that focus on the key course content. The questions require students to synthesize what they have learned and apply this information to suggest solutions for issues presented throughout the class. The answers must provide justification for their solutions and move beyond regurgitation of their notes. Students in this course have praised the exam style, explaining how the method has helped them learn, apply, and retain the information. The exam style can be applied to a multitude of courses and will likely benefit students following their graduation.