Three Easy Ways to Foster Self-Assessment and Learning in Higher STEM Education

In a series of mathematics seminars we have pursued subsequent action research projects including student-induced questions, certainty-based marking and rubrics for self- and peer-assessment. Our goals were on the one hand to foster learning and enable our students to measure their learning progress. On the other hand we intended to equip our student teachers with simple and effective methods to measure the learning of their peers and of their (future) schoolkids, such that our student teachers know the impact of their teaching. In this article we present a short summary of these action research projects, the used techniques to measure learning, and our findings.