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dc.contributor.authorIrgens, Børge
dc.contributor.authorCoucheron, David Andre
dc.date.accessioned2023-04-26T08:33:34Z
dc.date.available2023-04-26T08:33:34Z
dc.date.issued2023-03
dc.description.abstractStudents 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.en_US
dc.descriptionAcademic presentation at the MNT-conference 16. - 17.03.23, Stavanger, Norway. <a href=https://realfagsrekruttering.no/konferanser/mnt-konferansen-2023#om-konferansen>https://realfagsrekruttering.no/konferanser/mnt-konferansen-2023#om-konferansen</a>.en_US
dc.identifier.cristinIDFRIDAID 2143249
dc.identifier.urihttps://hdl.handle.net/10037/29060
dc.language.isoengen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.titleSelf-assessment of written exercises in STEM coursesen_US
dc.typeConference objecten_US
dc.typeKonferansebidragen_US


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