Pixel International Conferences

It has been identified that the student population and their learning styles are both increasing and diversifying. This presentation will demonstrate how this can be utilised with the result of an increase in student satisfaction, an increase in pass rates and a decrease in student stress levels.

Assessment is an educational tool in itself. Brown (1999) notes that students are assessed by assignment/written work in around 80% of cases internationally. However, this means that students are assessed in the subject matter as well as on their literacy skills; skills which are not the focus of the assessment yet are reflected in the mark awarded. To combat this, an innovative approach to assessment was taken where students are asked on an individual basis how they would like to be assessed from a ‘menu’ of methods at the commencement of my module. This module is run on the BSc (Hons) Nursing course (Mental Health) and is compulsory for students to successfully qualify as a registered nurse.

There is a paucity of research in this area of allowing student choice in assessment and so I conducted a study into this. The study found that the pass rate was significantly improved when students were allowed to pick how they were assessed (pass rate improved from 44% to 83%). The study, using a phenomenological approach, also considered how students perceive being given a choice. Several benefits were identified by the students in addition to the increase in pass rates leading to the decision to keep this method of assessment.

Overall, this presentation will discuss my study and the issue of allowing greater student autonomy in assessment method, highlighting the benefits provided to students, lecturers and institutions.