Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

Rideout, Candice A.

doi:10.1080/02602938.2017.1294144

Cited by 12 publications

(12 citation statements)

References 17 publications

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“…There are a variety of strategies for including this approach in your courses. For example, you could have students choose which assessments they will complete and the value of those assessments in determining their final grades, within limits given by the instructor (Rideout, 2018). Another method is to offer a few different options regarding how the final grade will be calculated, and the instructor uses whichever option results in the highest grade (Cook, 2001).…”

Section: Be Flexiblementioning

confidence: 99%

Technologies for Teaching in an Online Environment

Ellis

Lane

Hollas

et al. 2021

IISIT

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Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies

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Section: Be Flexiblementioning

confidence: 99%

Technologies for Teaching in an Online Environment

Ellis

Lane

Hollas

et al. 2021

IISIT

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“…5) DiffApproaches: Different assessment approaches for the same course. Providing different approaches can promote students' engagement [19] and can help to deal with the diversity of students enrolled in courses 20]. Moreover, providing different assessment approaches for the same course is also encouraged in some universities.…”

Section: Requirements To Support Complex Continuous Assessment Processesmentioning

confidence: 99%

CASA: An Architecture to Support Complex Assessment Scenarios

2020

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The evaluation or assessment of student performance and knowledge is a central element of most instructional design models, as it provides the information required to take remediation actions and improve the learning process. However, the assessment contexts present such a diverse range of cases due to course, teacher and student idiosyncrasies that it is difficult to support all the possibilities via software. To deal with this problem, this paper presents an architecture that satisfies the requirements to support complex assessment scenarios, those that potentially involve different evaluators using diverse assessment methods, tools and techniques at the same time. An analysis of the literature and the assessment scenarios of courses from Computer Engineering grades was carried out to identify the requirements for systems that support such complex assessment scenarios and to infer the information needed to support them. This information was modeled and formalized in the Complex Assessment Scenarios Architecture (CASA) that comprises functional modules, knowledge bases and the relationships among them. Following this architecture, an assessment system (AdESMuS) was developed using agile methodologies. AdESMuS has been satisfactorily tested under different complex assessment scenarios proving to be able to support those scenarios' requirements. This paper presents CASA, the architecture for developing a system to support complex assessment scenarios along with the satisfactory case study of AdESMuS.INDEX TERMS Software architecture, data models, knowledge management, learning management systems, requirements management, software tools.

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“…Nevertheless, students indicated that they did not have a good understanding of all of the different assignment options. Furthermore, in previous studies, students did not experience both the choice and no-choice conditions; thus, individual differences between groups may have moderated outcomes (e.g., Rideout, 2017 ).…”

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confidence: 96%

“…Moreover, various assignment formats—that is, flash cards and study guides—are empirically supported strategies that help students build fluency with material and improve efficiency in studying, respectively (Tincani, 2004 ). In a recent study, Jopp and Cohen ( 2020 ) identified only four studies (Arendt, Trego, & Allred, 2016 ; Cook, 2001 ; Hanewicz, Platt, & Arendt, 2017 ; Rideout, 2017 ) in which students were given a choice of assignments and, in all of these studies, choice was associated with a positive outcome (e.g., increased engagement and exam scores). However, in these studies, the arrangement of procedures in order to offer choice resulted in complex point systems (e.g., Rideout, 2017 ), a large number of assignment choices (e.g., 59 in Arendt et al, 2016 ), or a vast number of different due dates (e.g., Arendt et al, 2016 ).…”

mentioning

confidence: 99%

“…In a recent study, Jopp and Cohen ( 2020 ) identified only four studies (Arendt, Trego, & Allred, 2016 ; Cook, 2001 ; Hanewicz, Platt, & Arendt, 2017 ; Rideout, 2017 ) in which students were given a choice of assignments and, in all of these studies, choice was associated with a positive outcome (e.g., increased engagement and exam scores). However, in these studies, the arrangement of procedures in order to offer choice resulted in complex point systems (e.g., Rideout, 2017 ), a large number of assignment choices (e.g., 59 in Arendt et al, 2016 ), or a vast number of different due dates (e.g., Arendt et al, 2016 ). To address these limitations, Jopp and Cohen kept the number of assignments available in the course and their relative weights the same as in the previous iteration of the course; however, for three of the required assignments, students could choose one of the three available assignment options.…”

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confidence: 99%

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Effect of Assignment Choice on Student Academic Performance in an Online Class

MacNaul

Garcia

Cividini‐Motta

et al. 2021

Behav Analysis Practice

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Choice of assignment has been shown to increase student engagement, improve academic outcomes, and promote student satisfaction in higher education courses (Hanewicz, Platt, & Arendt, Distance Education , 38 (3), 273–287, 2017 ). However, in previous research, choice resulted in complex procedures and increased response effort for instructors (e.g., Arendt, Trego, & Allred, Journal of Applied Research in Higher Education , 8 (1), 2–17, 2016 ). Using simplified procedures, the current study employed a repeated-measures with an alternating-treatments design to evaluate the effects of assignment choice (flash cards, study guide) on the academic outcomes of 42 graduate students in an online, asynchronous course. Slight differences between conditions were observed, but differences were not statistically significant. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00566-8.

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Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach

Cited by 12 publications

References 17 publications

Technologies for Teaching in an Online Environment

Technologies for Teaching in an Online Environment

CASA: An Architecture to Support Complex Assessment Scenarios

Effect of Assignment Choice on Student Academic Performance in an Online Class

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