"Understanding Checkpoints" Followed by Self-Evaluation to Assess Students' Scientific Literacy and Mastery of Content and Techniques.

An Understanding Checkpoint (UC) presents students with previously-unseen figures from published scientific studies accompanied by questions about the study methods, results, and implications. The UCs incorporate content, concepts, and techniques previously discussed in class, although the figures and study from which they are taken are new to students. They are in-class, open-note, time-limited assessments that simultaneously assess course learning goals related to: neurobiology principles and content; process of scientific investigation, including neurobiological research tools and data interpretation; and reading and analyzing primary research literature. After students submit their work, they are provided the full publication and are asked to grade their own work, providing rationale for their evaluation. The self-evaluative portion of the assignment incentivizes students to identify and remediate ongoing weaknesses. It also provides spaced retrieval practice to enhance learning. The final grade for the UC incorporates the student's original answers and the accuracy of the self-assessment rationale. Student and instructor feedback indicates that the self - evaluative requirement develops a deeper understanding of the course material and enhances metacognitive effort, in addition to providing an opportunity to improve the UC grade. This strategy was originally presented as a teaching demonstration at the 2017 Faculty for Undergraduate Neuroscience Workshop.