Abstract
ABSTRACT Teaching students how to critically assess their own learning progress is a persistent challenge in undergraduate science education. Engaging students in the design and evaluation of assessments is an emerging method for enhancing self-awareness of one's own competencies, to identify knowledge gaps, and to develop strategies for improved learning. Here, I describe an assessment activity for mid-level undergraduate science courses that directly involves students in the composition, revision, and evaluation of written exams. This activity uses a combination of faculty instruction, peer feedback, and self-assessment to facilitate deep comprehension of the curriculum and to ultimately help increase students' cognitive reasoning and ability to self-regulate their own learning. Instructional resources and alternative activity timelines are provided to promote easy implementation in a variety of course contexts at the post-secondary level.
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