Empowering Students: Transitioning to Self-Assessment of Written Exercises in Physics Courses

In Norwegian tertiary education, physics students typically spend considerable time on mandatory problem-solving assignments that they need to pass to qualify for the final exam. Frequently, the summative dimensions of these assessments are emphasized to a higher degree than the formative ones, which may limit the learning potential. In response, we modified these assignments by incorporating self-assessment, peer learning, and reflective practice, aiming to enhance formative feedback and student engagement. This paper reports on the implementation of these modified assignments in two physics courses at UiT the Arctic University of Norway. Using student responses to an end-of-semester survey (N=64), we explore how the students participated in and perceived the modified assignments and their outcomes. The results indicate a predominantly positive response and a sense of improved learning, especially among first-semester students. Nevertheless, problem areas were also identified, such as a persistent focus on getting the correct answers rather than the learning process, and challenges with group dynamics. We discuss the implications of these findings for refining the assignments and suggest directions for future research.