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Using Student Authoring of Homework Problems as an Assessment Strategy in STEM
Posted by anne.grey | Start the discussion
Presented By: Stephanie Bryan, Chemistry Instructor at PCC Cascade Campus.
Summary
This Anderson Conference session explores how student-authored homework problems can be used as a formative assessment strategy in STEM courses. Stephanie Bryan introduces renewable assessments, which differ from traditional disposable assignments because student work can continue to have value beyond the course in which it was created.
Bryan describes how she asks chemistry students to create their own homework problems based on course learning outcomes. Students are encouraged to connect chemistry concepts to their majors, personal interests, real-world experiences, or creative ideas. This approach brings a wider range of perspectives into the classroom and gives students opportunities to make course content meaningful to them.
The presentation walks through the assessment process from beginning to end. Students first review the learning outcomes and examples, create a draft problem and solution, and participate in peer editing. They then revise their work and post final problems in D2L. The grading rubric emphasizes original connections, explanation of thinking, peer review, and risk-taking rather than heavily penalizing mistakes.
Bryan also discusses how student-authored problems can reveal misunderstandings before a summative assessment. Examples from chemistry courses show students connecting concepts to nursing, health care, popular culture, storytelling, and other interests. The strategy can increase student engagement, provide a creative outlet in STEM, support culturally responsive teaching, and allow students to approach an assignment at different levels of understanding.
The session also addresses considerations for reusing student-created work. Students retain copyright to the work they create, so instructors need permission before reusing it. Additional considerations apply when student work will become part of an openly licensed educational resource.
Slides: Using Student Authoring of Homework Problems as an Assessment Strategy in STEM
Presentation outcomes
- Describe the difference between renewable assessments and traditional disposable assignments.
- Explore student-authored homework problems as a formative assessment strategy in STEM courses.
- Consider how students can connect course concepts with their interests, majors, experiences, and cultural perspectives.
- Review a process for introducing, drafting, peer editing, revising, and assessing student-created problems.
- Use formative assessment to identify student misunderstandings before summative assessments.
- Consider how creativity, risk-taking, culturally responsive teaching, and differentiated instruction can support student learning in STEM.
- Recognize copyright and licensing considerations when reusing student-created work or incorporating it into open educational resources.
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