We need to work more with students on seeing exams as something more than just grade generating experiences. Here’s a postexam review assignment that contributed to improved exam scores and promoted metacognitive development.
— Read on www.facultyfocus.com/articles/teaching-professor-blog/an-innovative-postexam-review-activity/

One of our goals as instructors is to place the responsibility for learning experiences on students. We thought a more engaging syllabus format might be more intellectually invigorating and better at connecting students with the course.
— Read on www.facultyfocus.com/resources/preparing-to-teach/syllabus/syllabus-format-may-enhance-understanding-course-requirements/

A collection of activities and assignments designed in a way that they can’t be completed without students assuming some responsibility for learning.

Source: Resources to Help Promote Student Responsibility for Learning

In college lecture halls, evidence suggests it’s time to put down the laptop and pick up a pen

Source: For Note Taking, Low-Tech is Often Best | Harvard Graduate School of Education

These aren’t easily implemented reforms, but that shouldn’t prevent us from considering small changes that move assessment practices in these directions.

Source: A Challenge to Current Grading Practices

Most students aren’t very good at taking notes. Learn techniques you can quickly and easily introduce in your courses to boost their note-taking skills.

Source: Strategies to Develop Student Note-Taking Skills