Self-assessment of written exercises in STEM courses

Abstract

Students of physics in Norway typically spend a lot of time on mandatory problemsolving exercises that they must get a passing grade on to be allowed to take the exam. This is often a primarily summative assessment, which can limit the learning potential. <p>

<p>In this contribution, we present an intervention in which traditional mandatory assignments are modified to put more emphasis on assessment as a part of the learning process, by incorporating self-assessment and reflections about learning on the part of the students. The intervention was carried out in three basic subjects in physics at UiT in 2021 and 2022. <p>

<p>We will present results from the student evaluation of the intervention in two of the courses in 2022, discuss advantages and drawbacks and offer insights on future improvements.