How Assessment Choice Affects Student Perception and Performance

Abstract

Abstract. This action research project examined the effect of student assessment choice on grades and course evaluations, the two assessment options being a reading quiz or a two-minute video recording of themselves recalling what they could about the text (a “recall”). In the baseline condition (year 1), students were encouraged to complete recall videos about reading assignments for a type of extra credit in addition to required multiple-choice reading quizzes. In the experimental year (year 2), students were instead allowed to replace reading quizzes with recalls. The data included student submissions, grades, and course evaluations. Students completed more recall assignments when the recall replaced the quiz requirement than during the baseline year when recalls could not replace quizzes. In addition, the instances of students completing both the quiz and recall (for extra credit) increased in the experimental year. Average course grades did not change from the baseline year to the experimental year, but students with higher course grades were significantly more likely to have completed recalls. Student evaluations of the instructor were significantly higher for “responses to diverse learning styles” in the experimental year compared to the baseline condition. The study shows that letting students choose the assessment type they prefer can lead to increased student engagement and improve their perception of the instructor’s responsiveness to learning styles, without causing grade inflation.