Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e.,…

Active learning techniques, such as peer instruction and group work, have been gaining a lot of traction in universities. Taking a natural next step in re-evaluating current practices, many institutions recently started experimenting student-centred group exams. In order to assess the feasibility and effectiveness of collaborative assessments, we…