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

Abstract

A flexible approach to assessment may promote students’ engagement and academic achievement by allowing them to personalise their learning experience, even in the context of large undergraduate classes. However, studies reporting flexible assessment strategies and their impact are limited. In this paper, I present a feasible and effective approach to flexible assessment, describe choices made by 2016 students in 12 sections of two different courses using this approach, and explore associations between students’ choices and academic achievement. Students decided at the beginning of the term whether they would use the assessment scheme proposed by the instructor or modify it by selecting (from within ranges provided) which assessments they would complete and the value of each in calculating their final grade. Most students (62%) made some change, but many (38%) opted to use the suggested values. Students did not choose to minimise their workload by selecting the fewest assessments possible. Opting out of a large assignment was the most common change, but the majority (69%) completed the assignment and almost all (95%) included quizzes based on readings. Different choices were not associated with notable differences in achievement: midterm score was the most important predictor of performance on a cumulative final examination.

Keywords:

• Flexible assessment
• flexible learning
• student-centred
• choice
• achievement

Acknowledgements

Many thanks to Rick White, Managing Director of the Statistical Consulting and Research Laboratory (SCARL) at the University of British Columbia, for his advice regarding the statistical analysis.