How We Teach: Classroom And Laboratory Research Projects The flipped exam: creating an environment in which students discover for themselves the concepts and principles we want them to learn

Lujan HL, DiCarlo SE. The flipped exam: creating an environment in which students discover for themselves the concepts and principles we want them to learn. Adv Physiol Educ 38: 339–342, 2014; doi:10.1152/advan.00081.2014.—Students are naturally curious and inquisitive with powerful intrinsic motives to probe, learn, and understand their world. Accordingly, class activities must capitalize on this inherently energetic and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. This report describes a student-centered class activity, the “flipped exam,” designed to achieve this goal. The flipped exam was a collaborative, group effort, and learning was interactive. It included a significant proportion ( 30–35%) of material not covered in class. This required students to actively search for content and context, dynamically making connections between what they knew and what they learned, grappling with complexity, uncertainty, and ambiguity, and finally discovering answers to important questions. Accordingly, the need or desire to know was the catalyst for meaningful learning. Student assessment was determined by behavioral noncognitive parameters that were based on the observation of the student and the student’s work as well as cognitive parameters (i.e., the student’s score on the examination). It is our view that the flipped exam provided a studentcentered activity in which students discovered, because of the need to know and opportunities for discussion, the important concepts and principles we wanted them to learn.