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Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

“This indicates that there is strong appetite among students for personalising their assessment scheme, but a sizable portion would prefer to use the values proposed by the instructor...Having too many options may cause ‘choice overload’ and produce negative effects, including reduced motivation to choose and/or less satisfaction with the option selected (Scheibehenne, Greifeneder, and Todd 2010). However, this approach to flexible assessment (in which a proposed ‘default’ grade distribution is provided, as well as the option to modify it, if desired), appears to have met the needs and preferences of diverse learners in these large undergraduate classes...Among the subset of students (36%) who completed mid-course evaluation surveys, the large majority (79%) was glad they could change the proposed grade distribution and very few (<4%) did not appreciate the option.” (p.76)

Rideout, C. A. (2017). Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach. Assessment and Evaluation in Higher Education, 43(1), 68-78.

Resource Theme(s): Developing capstone curriculum to enhance student achievement, Varying outcomes of flexible assessment

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