We describe and evaluate a method to mitigate unwanted student collaborations in assessments, which we recently implemented in a second-year undergraduate mathematics module. The method requires a list of specific pairs of students to be prevented from collaborating, which we constructed based on the results of previous assessments. We converted…

This article seeks to provide some modest insights into the pedagogy of higher-order thinking and metacognition and to share the use of color-coded drafts as a best practice in service of both higher-order thinking and metacognition. This article will begin with a brief theoretical exploration of thinking and of thinking about thinking--the latter…