Assessment options in higher education

Abstract

This article evaluates an initiative to introduce assessment choice within a taught unit on an undergraduate healthcare programme as a means of addressing poor performance, especially for those students diagnosed with dyslexia. Students’ perceptions of the assessment experience were sought via the use of two focus group interviews (n = 16). The article describes the effect the assessment experience had on students’ stress levels, individual learning styles and achievement. Students’ performance improved and statistical analyses indicated parity between the assessment methods offered with similar performance profiles between students with and without dyslexia. The conclusion reached is that while the introduction of assessment options may be time consuming for staff to develop, the benefits of an enhanced student‐centred approach to assessment may be well worth this investment in time. Although a limited study owing to the small sample size, the results should be of interest to those academics who are concerned with assessment and its impact on students’ achievement.

Keywords:

• learning and assessment
• student involvement
• higher education
• dyslexia

Acknowledgements

In line with ethical considerations the healthcare degree programme that took part in this pilot study will remain anonymous. The author would like to thank all of the students who participated in the focus group interviews and both the External Examiner and Head of Department for the BSc (Hons) healthcare programme that supported this pilot study.