Case Study: Flexible assessments: student choice of format

Abstract 

This project aims to remove barriers and make assessments more inclusive by providing students with choices in the assessment format. This was incorporated into a Part D Advanced Laboratory and Research Methods (PSD632) module where students were allowed to select the format to present an experiment they designed. Example formats were provided (poster, PowerPoint, vlog etc.); however, students were also allowed to select a different format based on their strengths. Positive feedback was received from students and external examiners. Following review, this approach to assessment is being adopted by other modules within the bioscience learning and teaching discipline group. 

1. Background

Students in all forms of education will be assessed to determine whether they have achieved the intended learning outcomes. It is said that “students can, with difficulty, escape from the effects of poor teaching, they cannot … escape the effects of poor assessment” (Boud, 1995). Traditional forms of assessment, multiple-choice tests and exams, typically assess the rote recall of students rather than determining understanding or the ability of a student to apply their knowledge. These assessment styles create high-pressure environments and are a one-size-fits-all approach which does not account for the diversity seen within education. There has been a movement towards assessments which are accessible for all students, regardless of their background, and develop skills required post-education (Tai et al., 2023).    

A recent trend has been to include flexible assessments which offer students elements of choice. There are different ways choice can be offered from the format for their submission, the topic or when they submit the assessment (Cowan, 2023). Research has shown that providing students with choices can increase their motivation and engagement with the tasks and lead to improved academic performance through the selection of tasks suited to their strengths (Firth et al., 2023). While it is common to provide students with a choice in the content, this project examined the impact of providing students the opportunity to select the assessment format.  

2. Methodology

In the Advanced Laboratory and Research Methods (PSD632) module this year, I decided to pilot providing students with choices in their assessments. Therefore I updated the assessments to include two coursework submissions, one of which was a written piece and the other involved a presentation. The first assessment introduced students to the notion of choice by having them select one of the laboratory techniques covered in the first part of the module and produce an evaluation report. Then the second assessment required students to create a hypothesis and design an experiment, based on one of the techniques covered in the module, to test their hypothesis and present this in a way of their choosing.  

Examples of presentation formats were provided (poster, PowerPoint presentation, infographic, interactive mind map and blog/vlog); however, they were allowed to deviate from these options but needed to consult the module leader to ensure they would meet the assessment requirements.  

3. Issues

The main issue with providing students with the choice of assessment format is ensuring that the marking criteria do not bias against a particular format, resulting in a lower mark. Therefore, rubrics must not include aspects specific to individual formats but be more general and be content-focussed.  

Initially, students struggled to select a format and would ask questions: “What way should I present this?” or “What’s the best way to get a good mark?”. To overcome this, I told the students to reflect on other coursework they have encountered in different modules to identify what they have previously performed well in.   

At a programme level, a potential issue with rolling out the ability for students to have a choice in assessment format, in several modules, is the potential to decrease the diversity of assessments students complete. This could prevent students from developing specific skills associated with certain assessment formats. 

4. Benefits

Providing students with the freedom to select the format of assessments is an inclusive approach to assessment design which can remove barriers for all learners. It prevents the requirement to make individual adjustments in the assessment by considering the needs of all students at the outset. Students can identify formats that highlight their strengths to get the most out of the assessment and learning opportunities. For example, when assessing students' ability to communicate ideas/concepts typically an oral poster/PowerPoint presentation would be the format used. However, this can impede students who have anxiety in these situations, have neurodivergent profiles, or have English as an additional language. Providing students with the choice of submission format allows them to select a style, such as a vlog, where they can prerecord the presentation removing the barriers they face. Consequently, students may engage better, feel more comfortable, and achieve better performance in the assessment. 

5. Evidence of Success 

Formal module feedback has not been conducted; however, students performed well in the assessment (Mean: 67%; Firsts: 43%; Fail: 0%). Informal student feedback collected on the assessment was very positive (scored 3.67/4). Qualitative comments also suggested students liked the freedom of choice the assessment provided qualitative comments: 

“I know that I don’t do well when presenting posters and get nervous. I like that in the assessment I can choose to not do a poster and do something that suits me better”. 

“I could not have dreaded this module more before starting it but now it’s one of my favourites (across all Parts). ... The coursework is well chosen and makes sure everyone can succeed. I like the low-pressure environment.” 

Further feedback on the assessments was received from the external examiners: “An interesting assessment” and “Some really interesting projects discussed here”. On presenting the findings from this pilot to the Bioscience LTDG the decision has been to expand the offering of student choice in assessment styles to other modules. 

6. How Can Other Academics Reproduce This? 

Providing students with the choice of different assessment formats can be included in any discipline. I piloted this by providing students with the choice of presentation style but this could be expanded into other areas (i.e. written formats). There are different levels to which student choice can be integrated and can be adapted based on the students in the module.  

For example, I included this in Part D, where students have experienced a range of assessment formats and identified which are best suited to their strengths. Whereas, Part A students may struggle with the choice of submission style as they may not have experienced diverse assessment types or have identified their strengths, it may be more appropriate to initially offer them a smaller selection of formats.  

For some modules which have accreditation requirements or include an assessment of practical competencies, the choice of format may not be suitable. 

7. Reflections

Overall, the outcome of including student choice in the assessment format has been positive. Providing students with the choice made the assessment more inclusive. Initially, students needed some extra support as the idea of choice in assessments was unfamiliar; however, there was no additional workload marking the assessment.  

Potentially this may be best for modules in Part C/D when students have experienced diverse assessment formats and can identify what their strengths/weaknesses are. The next step is to include student choice on different assessments and in modules with larger cohorts to determine if any issues appear when scaled up. 

 8. References 

Boud, D. (1995) ‘Assessment for Learning’, in Assessment for Learning in Higher Education. London: Kogan Page, pp. 35–48. 

Cowan, M. (2023) ‘Flexible assessment: some benefits and costs for students and instructors’, Assessment & Evaluation in Higher Education, pp. 1–11. doi:10.1080/02602938.2023.2263668. 

Firth, M. et al. (2023) Optionality in Assessment: a cross institutional exploration of the feasibility, practicality & utility of student choices in assessment in UK higher education. doi:10.25416/NTR.24582030.v1. 

Tai, J. et al. (2023) ‘Assessment for inclusion: rethinking contemporary strategies in assessment design’, Higher Education Research & Development, 42(2), pp. 483–497. doi:10.1080/07294360.2022.2057451.