ABSTRACT
In this chapter we do not attempt to tackle the whole field of problem-solving. Instead we focus upon problems in which methods and solutions are known to the tutors. The chapter provides an outline of relevant research and its implications for teaching and assessing problem-solving. It offers some hints, suggestions and activities on designing and marking problems for summative purposes, giving feedback on problem-solving and developing problem-solving. It suggests a few alternatives to the standard approaches for the assessment of problem-solving.
