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 undertake regular practice, and receive regular feedback on their development. 
• Using problem sets as summative assessments can be a move towards continuous assessment, which is more likely to encourage deep approaches to learning, and may reduce student assessment stress. 

• 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. 
• The thinking behind the solution can sometimes be overlooked. 

Because problem sets are used as both learning and assessment tools, it is important to clearly explain to students why they are doing problem sets and what will become of their answers. 

Different marking and totaling strategies may be used to calculate the summative contribution of “homework”; choose an appropriate strategy and make sure that all teachers and students are aware of it. Offer clear assessment briefs, marking criteria and appropriate feedback, and consider offering forums to discuss these issues. 

Aspects of self-assessment and/or marking into the problem sets can underscore the personal relevance of the work to students. 

It is a good idea to revise assessments each year, to ensure solutions are not available online or from previous students.  

For continuous assessment, steps to discourage unauthorised collaboration can also discourage peer learning and discussion. Consider using classroom time for summatively assessed problem sets.