Affordances and challenges of formative self-assessment in upper-division physics

In supporting student learning, it is necessary to foster conceptual understanding and metacognitive skills. By forefronting reflection as a part of problem solving, formative self-assessment can target both of these competencies. Here, we present a specific type of self-assessment, homework corrections (HWCs), in which students have the opportunity to earn credit by correcting their homework assignments. Using data from an upper-division physics course, we consider the potential benefits of HWCs, as well as the observed challenges. Specifically, we focus our attention on students' difficulties in identifying their errors, the insight this provides into their problem solving and reflective processes, and the necessary considerations for implementation to ensure meaningful and productive engagement.