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Student Negotiated or Choice of Assessment

 

Students are given the option of choosing an assessment method (including online assessments) that demonstrates their learning from a given choice, or by negotiating the choice with the lecturer, or from an unrestricted choice of assessment methods.

What can it assess ?

The choices given should both (all) assess the same specific outcome(s) of the module. For example,  if using a choice between an assignment and presentation, they could both be assessing a module outcome such as the student’s ability to apply concepts. Choice of assessment is by its nature different methods which in themselves may also allow some slightly different (additional) outcomes. For example, a presentation may allow for the assessment of (or feedback on) oral skills, where an assignment may assess writing skills. See UCD Teaching and Learning resource for details of the approach and some examples of choices used in UCD modules.

Advantages and Disadvantages

Advantages

  • It can allow students to play to their strengths in diverse cohorts
  • Supports the concept of universal design
  • It supports student empowerment 
  • It gives variety to staff corrections, not all same format 
  • If there is also a choice in timing of the assessment, it can help students in planning workload

Disadvantages

  • Student are not accustomed to choice of assessment; they need guidance on this
  • It requires some effort and thoughts on the part of staff to set up an equitable choice
  • Staff are unfamiliar with this and also need some guidance

Design and Online Assessment Considerations

Design

The first consideration is which modules might be best suited to having an opportunity for students to play to their strengths. For example, modules that have students with a variety of learning needs; with different prior learning; that are learning in different contexts; or in modules with high numbers of special accommodations. Where possible, it is helpful to choose methods that are dissimilar to each other, for example, an oral versus a written assignment. 

Having decided on the choice, use the UCD Teaching and Learning ‘Student Information and Equity Template’* (UCD Teaching and Learning, p55) to consider the equity between the choices of effort, standards, feedback, etc. Create examples of the assessment methods and make these available to the students at the beginning of the module. In addition, it is good practice that the assessment criteria for both assessment types are also available for the students. It is essential to gather feedback from the students on their experience of this approach. (see also an evaluation tool designed specifically for this approach).

A full seven-step design process for designing, implementing and evaluating this approach can be found in O'Neill (2022, p6-9).

Online Assessment 

The technology and tools depend on the choices given. SEE other relevant assessment types as outlined in this resource. 

Preparing Students

Explain the rationale of this approach to the students, i.e. to empower them in their learning and play to their strengths. Assist students in making an informed choice, at the early stage of the module, by allowing some in-class discussion on the choices.  Use the ‘Student Information and Equity Template’* (p55), to highlight to the students the description of the choices and how you have considered equity between the choice in relation to teaching activities, support for feedback, student effort hours. Procedures need to be put in place for students to communicate to the staff their decision on assessment choice.

References