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A Semester without Exams: Approaches in a Small and Large Course
1Department of Chemistry and Biochemistry, University of Notre Dame, Notre Dame, IN 46556.
Summary
This study explored exam-free undergraduate courses in Neuroscience and Behavior. Results showed favorable or neutral outcomes in creative thinking, interest, stress, and academic performance, suggesting a viable alternative to traditional exams.
Area of Science:
- Neuroscience Education
- Cognitive Psychology
- Behavioral Science
Background:
- Traditional exams present pedagogical challenges, including increased student stress, reduced intrinsic motivation, and limited creative problem-solving opportunities.
- Exam administration faces difficulties with flexible learning environments, special testing accommodations, and health-related absences (e.g., pandemics).
Purpose of the Study:
- To design and implement exam-free undergraduate courses in Neuroscience and Behavior.
- To evaluate the impact of an exam-free approach on student learning and well-being.
Main Methods:
- Two undergraduate Neuroscience and Behavior courses (large introductory and small upper-level elective) were conducted without exams in Spring 2021.
- Methods included utilizing Gradescope and redefining Teaching Assistant roles for manageable grading in a large course.
- Student feedback and comparison of final projects with previous semesters were used for evaluation.
Main Results:
- The exam-free approach yielded favorable or neutral results across all measured outcomes: creative thinking, student interest, stress levels, and academic performance.
- No significant negative impacts were observed in academic performance compared to courses with exams.
Conclusions:
- An exam-free pedagogical framework can be successfully implemented in undergraduate Neuroscience and Behavior courses.
- This model offers a practical alternative for instructors seeking to mitigate the downsides of traditional examinations.
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