Discussing the merits and attitudes towards the use of flexible assessment paradigms within education to help benefit the student experience.

1. Take your pick!’ Incorporating choice in
assessment for inclusivity’
Dr Laurie Wright
“Candy Spill” by Barta IV is licensed under CC BY 2.0

2. Flexible assessment paradigm
• Different students prefer different modes of
assessment
• Flexible assessment – student has freedom to prove
they have met the learning outcomes

3. Flexible assessment paradigm
“Flexible learning is an approach to…education that
provides students with the opportunity to… engage in
activities and opportunities that meet their own needs”
Hudson et al (1997)

4. Flexible assessment paradigm
• What are students learning?
• Are learning outcomes and criteria appropriate?
• Are we assessing against these criteria?
• How much time will students spend on this
assignment?
• Is the assignment fair?
• …?

5. Case study
• Level 5 Biological Surveying
• Field/lab research led unit
• 12 students
• Two written 1500 word lab reports
• Evaluative assessment criteria
• LO: “Explore the relationships between habitat type and floral
diversity”
• Criteria: “The survey is contextualised to explain the relationship
between habitat and diversity and related to robust academic
sources”

6. Research method
• Case study unit in Geography and Environment
• Modified submission options for AE2
• 1500 word report or 10 minute presentation (O’Neill et al,
2010)
• Semi-structured interviews with students
“JCO Baby Doughnuts Open Box” by Global
Reactions is licensed under CC BY 2.0

7. Findings
• Students understand purpose of assessment
• Knowledge of QA process limited
• Perception of learning outcomes in assessment
mixed

8. Findings
• Students understand purpose of assessment
• Knowledge of QA process limited
• Perception of learning outcomes in assessment
mixed
“Its [Learning Outcomes]
more of like a reference.
And I expect you have a
quick scan through …then
you’d fit that criteria.“
Some of it feels just like
they have got a thesaurus
for every single word just to
make it as kind of complex
as possible.
It's just guidelines.

9. Findings
• Students understand purpose of assessment
• Knowledge of QA process limited
• Perception of learning outcomes in assessment
mixed
• Positive response to flexible assessment as a concept
(as long it’s fair!)

10. Findings
• Assessment ‘Stockholm Syndrome’ – no students
chose the presentation option

11. “…it's great having the option to do
a report or a presentation. But
…we become so accustomed to
…report, report, report that people
aren’t willing to step out their
comfort zone.”
Stockholm Syndrome
“But now like the presentation
options been introduced because
I'm so used to writing reports.
That's just what I’ll do because it
was just easier.“
“…I wouldn’t know what put in to
get the grade. Whereas now, I
know what to put in the box from …
trial and error… Whereas, I don’t
really want to risk it at this point…”
“I wouldn’t even know how to
start writing a presentation….”

12. Findings
• Assessment ‘Stockholm Syndrome’
• Motivation is principally extrinsic – i.e the grade!
• Intrinsic motivation - develop skills or improve
weaknesses (Simosko & Cook, 2001)

13. Reflections
• Students receptive to the concept of flexible
assessment
• Learning outcomes must be clear
• Needs to be introduced early, to avoid assessment
‘Stockholm Syndrome’
• Motivation is principally extrinsic
• Need to encourage intrinsic motivation

14. References
• Hudson, R., Maslin-Prothero, S., & Oates, L. (1997), Flexible Learning in Action Case
Studies in Higher Education, Staff and Educational Development Series, Kogan Page
Limited.
• Francis, R. A. (2008) ‘An investigation into the receptivity of undergraduate
students to assessment empowerment’, Assessment & Evaluation in Higher
Education, 33(5): 547-557
• O’Neill, G., Doyle, E., O’boyle, K. & Clipson, N. (2010). Choice of assessment
methods within a module: students’ experiences and staff recommendations for
practice. Aishe-C 2010: designing & delivering curricula for the future. Dublin City
University: all Ireland society for higher education (Aishe) 2010
• Simosko, S. & Cook, C. (1996), Applying APL Principles in Flexible Assessment,
Second Edition, Kogan-Page
• Thomas, L. & May, H. (2010). Inclusive learning and teaching in higher education.
Higher Education Academy
• Waterfield, J. & West, B. (2006). Inclusive assessment in higher education: a
resource for change. University of Plymouth: Plymouth.

15. Any Questions?
Thanks for listening
laurie.wright@solent.ac.uk @lauriewright85