The Choice is Theirs: Students Achieve Positive Outcomes when Offered Flexibility in Course Assessment Options

Abstract

Research suggests that learning and performance can be promoted when students are given choice over aspects of course design and assessment. This study examined student performance (i.e., grades achieved) as a function of their choice of assessment weighting options and group membership in a senior undergraduate course. A group (N = 109) of upper-year undergraduate students were asked, at the start of term, to select one of nine weighting options for individual and group assessments, and the size of their groups (1 to 5 members). Overall, 85% of students opted for a different assessment weighting option than what the instructor would have provided. Mean grades were significantly greater (~12%) for groups of four and five members compared to those students who conducted the group assessments on their own. In addition, 80% of students demonstrated that they correctly perceived their academic strengths by achieving higher grades on the assessment type to which they allocated the most weight. Allowing students some choice over how assessments are weighted is a relatively simple way of enriching their higher education experience. It is hoped that the positive results of this research will encourage instructors to utilize and implement flexible assessment options in their courses.

Keywords

• flexible assessment
• assessment weighting
• student choice