2.4 Strategies for Engaging Variable Learners in Assessments

• When it comes to engaging students in assessments, it’s about 1. demonstrating relevance, 2. providing flexibility and choice, and 3. giving supports. Consider how these strategies could have helped Melanie (Three Assessment Experiences in previous section) successfully reach her learning goals.

(Assignment excerpts adapted from Liu, 2009).

1. Demonstrate relevance

Demonstrating the relevance of assessments can help learners transfer usable knowledge and understand the “what,” the “how,” and the “why” of their learning.  Let’s consider some excerpts from an Organic Chemistry “Sequenced Writing” assignment:

Notice how the educator has made Organic Chemistry relevant by applying it to students’ personal care regimens. Again, at the end of the assignment introduction, the educator clearly states the purpose of the assignment.

Relevance is also demonstrated when assessments are designed so students apply disciplinary learning under authentic, or close to authentic as possible, circumstances.

2. Provide flexibility and choice in ways students demonstrate the learning outcomes

Offering flexibility and choices in assessment topics, procedures, and timelines helps to engage students and increases inclusivity. Flexible options available in an assessment can enhance access, support learner performance, and reduce possible perceived threats. Most often we see these kinds of choices provided through an “assignment menu.” Included below is an example of an assignment menu adapted from Durham College’s UDL and Assessment and Evaluation site. Notice how the example includes a wide range of options for students to demonstrate their learning and both also help students to identify which options might suit their particular learning preferences.

• Assignment Menu Example

Providing multiple means of action and expression (the how of learning) means providing different ways for students to work with information and content and to demonstrate what they are learning. Consider which actions are relevant to the learning being measured and where flexibility and choice can be provided in order to gain an accurate picture of what each student has learned.

3. Provide supports

Students will be more engaged in their assessments when they believe they can be successful and when they are provided with the tools they need to achieve the learning outcomes.  Create engagement by making the available tangible supports explicit and including them in assignment descriptions and in your syllabus.  Let’s return to the Organic Chemistry writing assignment for examples of assessment supports.

Supports can include resources as well as tips for using the resources strategically to accomplish the goals of the assignment.

Another type of support is providing samples of required assignment elements. Embedded in this assignment description are instructions for writing an annotated bibliography and example entries: