Impact of Choice-Based Assessment on Undergraduate Student Engagement, Stress Level, and Self-Efficacy
Keywords:
choice-based assessment, course design, autonomyAbstract
This study, conducted across five classes and four disciplines, explores how students respond to a choice-based assessment scheme where students accumulate points by choosing from a menu of assignments. Students were surveyed at the beginning and end of the semester to assess their motivation, engagement, self-regulation, and stress levels. The results suggest that an effectively designed and communicated choice-based course increases students’ sense of autonomy, self-efficacy, motivation, and investment in course-level success. The authors propose choice-based course design as relevant for a variety of course sizes and levels.
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