Problem sets

• Allows for both a broader and deeper testing against the course syllabus.

• May provide a more complete and rounded evaluation of a students' grasp of the subject.

• The ongoing use of problem sets allows students to receive regular feedback on their development.

• Using problem sets as summative assessments can be considered a move towards continuous assessment, which is more likely to encourage deep approaches to learning.

• There needs to be consideration of the appropriate frequency of summative problem sets.

• Summative problem sets may need to be changed on an annual basis, or printed solutions withheld, to ensure students do not use solutions from previous years.

• If feedback is only given on completed solutions then students may miss out on valuable learning opportunities.

• Problem sets are good at offering the solution but the thinking behind the solution can sometime be overlooked.

Seen as a particular form of coursework, students may be favourable towards the use of problem sets as summative assessment. From a disciplinary perspective, science students are generally both the most favourable towards it as well as the most exposed to it. Continuous assessment may be seen by students to have authenticity, whilst also removing the stress that such formats give rise to. Moreover, continuous assessment formats are widely perceived by students as more effective in facilitating learning. Problem sets, of course, provide students with regular practice and opportunities for feedback that can help their development. By having some, or all, of the problem sets play an additional summative assessment role, there is necessarily a clear and explicit alignment of the formative and summative activities of the class.

Different marking and totalling strategies may be used to calculate the summative contribution of homework – it is important to find the most appropriate strategy and to make sure that all teachers and students are aware of it. The validity of assessing using problem sets can be improved by offering clear descriptions and guidance on marking criteria; appropriate feedback, and forums to discuss these issues. It is not uncommon, particularly in quantitative courses, for problem sets to be more difficult than end-of-year examinations (e.g. demanding higher levels of cognitive activity to initiate classroom discussion and motivate future topics). Care should therefore be taken to ensure a balance between these two functions of problem sets.

A very real concern for many departments that employ problem sets in their teaching is the widespread online availability of previous years’ solutions. While these sources may clearly violate copyright laws, efforts to police them have proven futile. Thus, if problem sets are to be used summatively, such 'solution bleed' should be taken into account; perhaps requiring such assessments to be revised each year. To ensure reliability of marking across particular problem sets, clearly defined marking schemes should be created and departmental practices regarding marking and moderation should be followed. The rigour of problem sets can also be enhanced through ensuring that they are set at the right level for the student being assessed.

Student collaboration cannot be entirely dismissed, and framing it as misconduct may ultimately be counterproductive (discouraging students altogether from studying together outside of the classroom). Ultimately, an appropriate approach will depend on the motivation for using problem sets in a summative fashion. If the sole intention is to directly influence students to do the problems sets, then it should be unsurprising if students engage with them superficially to achieve this purely results-driven goal. In this case, devoting time to problems sets as classwork for grading could be considered (allowing for a degree of invigilation over the whole process). To promote a deeper, and more honest, engagement with the problem sets one could consider incorporating aspects of self-assessment and/or marking into the problem sets to directly underscore the personal relevance of the work to students.

PP418 Globalisation and Economic Policy

EC536 Economics of Industry for Research Students

Read Adam R. Gold’s blog - Part of the Problem (Set)