“From the analysis presented it appears that using a flexible assessment approach has been well received and appreciated by students. It allows students some power of choice and thus a feeling of being more in control of their own learning approach. It has not increased the amount of administrative work...It appears that students who have worked steadily throughout the semester, and have sat the mid-semester exam, and worked on all the five CML quizzes, are rewarded with the better results. The practice and feedback obtained through the CML quiz component appears to contribute strongly to students’ quality of learning. An important effect of the flexible assessment system has been the observed change in approach and attitude of the students. The reduction of some student stress levels, and students being more responsible for their method of learning, must be counted as positive outcomes.”(p.548-549) “...Students will learn better with continuous exposure and practice (allowing for reinforcement, feedback, self-assessment and a deeper approach) rather than heavy cramming at the end of a course which encourages a surface approaching and feelings of panic from ‘too much to learn’.” (p.546)

Cook, A. (2001). Assessing the Use of Flexible Assessment. Assessment and Evaluation in Higher Education, 26(6), 539–549. https://doi.org/10.1080/02602930120093878