Empowering Inquiry and Critical Thinking: A Presentation-Based Approach to Final Assessments

This study investigates the replacement of traditional 10-question final exams with research-based presentations in calculus-based physics courses. This assessment method requires students to select a core topic from the curriculum, integrate it with their disciplinary interests, and present their findings. This approach promotes scientific inquiry, metacognitive strategies, critical evaluation, and culturally aware discourse. Students are guided through self-directed learning while receiving formative feedback, aligning with best practices in active learning and peer instruction.

Key findings show enhanced student engagement and conceptual understanding, with significant improvement in knowledge retention and application to advanced coursework. The method encourages deeper cognitive connections and reinforces the scientific method, offering a more effective alternative to exams by fostering long-term skills in problem-solving, analysis, and communication.