Giving Students Choice: Does the Use of a Flexible Assessment Weighting Scheme Result in Better Student Grades?

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  • Author(s): Coyne, Paige; Woodruff, Sarah J.
  • Language:
    English
  • Source:
    International Journal of Teaching and Learning in Higher Education. 2022 33(3):398-406.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Decision Making; Student Attitudes; Content Analysis; Teaching Methods; Higher Education; College Faculty; Undergraduate Students; Feedback (Response); Self Evaluation (Individuals); Student Evaluation; Grades (Scholastic); Weighted Scores; Course Evaluation; Comparative Analysis; Kinesiology; Foreign Countries
    • Subject Terms:
      Canada
    • ISSN:
      1812-9129
    • Abstract:
      Pedagogical approaches in higher education are evolving. Instructors are tasked with meeting the needs and preferences of the modern student and their desire for increased input in higher education courses. As such, this study sought to provide a manageable example of how flexible weighting schemes can be incorporated into assessments for undergraduate courses, in addition to examining whether doing so increased student grades. This study also examined students' motives for selecting a given assessment weighting scheme and if students would have selected an alternative weighting scheme upon completion of the course. Final grades and selected assessment weighting schemes from 159 students across two courses were collected. Written feedback from students in one course was also collected and subjected to content analysis. Results suggest that the majority of students did not choose the weighting scheme that would have given them the highest grade. Additionally, content analysis of written responses highlighted six motives behind students' choices (e.g., self-assessed strength in type of assessment). Lastly, of those students that did complete the optional written feedback, the majority indicated they would have chosen a different weighting scheme and that their self-perceived strengths regarding assessments did not help them choose the most appropriate weighting scheme. In conclusion, this study provides valuable insight into the implementation and outcomes of using flexible assessment in undergraduate courses.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1366193