Firth, M;
Ball-Smith, J;
Burgess, T;
Chaffer, C;
Finn, G;
Hansen, J;
Guy, M;
+ view all
(2023)
Optionality in Assessment: a cross institutional exploration of the feasibility, practicality & utility of student choices in assessment in UK higher education.
Quality Assurance Agency: Gloucester, UK.
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Abstract
In an environment marked by technological advancements, dynamic knowledge, skills requirements, student co-design and inclusivity, higher education institutions are contemplating the integration of greater flexibility into their teaching and assessment methods. This shift is prompted by the need to support diverse student needs, address equality and wellbeing challenges in a stimulating way that engages students and leads to high level of participation. Optionality in assessment, which provides students with some choice over how they are assessed is central to this transformation and the focus of this project. This concept of assessment optionality provides some level of control over student decision-making about when, how, and in what format they submit assessments, and whether this is individual or collaborative. The potential benefits of this approach encompass greater inclusivity, prevention of academic misconduct, tailored support for diverse learning styles, and enhanced student experiences. This collaborative project attempts to answer 3 questions: 1. What are academic & student opinions on the feasibility, practicality and utility of assessment optionality? 2. What is current practice and opinion on the use of assessment optionality across the four institutions? 3. How can we better empower and enable colleagues to design and utilise effective and appropriate options in assessment? Through surveys and interviews with staff and students, it aims to gather insights about their expectations of assessment optionality and the challenges of providing a flexible assessment environment. This report shares the findings of this research which involved a wide range of stakeholders, including teaching staff, students, external examiners, regulators, accreditors, international higher education professionals, and administrators. We hope the resulting recommendations, and the resources and case studies in our accompanying report will assist educators, administrators, and policy makers to create an assessment environment that stimulates students and provides them with dynamic ways to demonstrate their module and programme level learning outcomes.
| Type: | Report |
|---|---|
| Title: | Optionality in Assessment: a cross institutional exploration of the feasibility, practicality & utility of student choices in assessment in UK higher education |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.qaa.ac.uk/docs/qaa/members/final-repor... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | assessment, optionality, student choice |
| UCL classification: | UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10188870 |
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