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 (from the Three Assessment Experiences in the previous section) successfully reach her learning goals.

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 (assignment excerpts adapted from Liu, 2009):  

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.  It is strengthened when the authentic circumstances are communicated in a broad way that allows students to make connections to practices or contexts that are relevant to them. For instance, In Organic Chemistry, you could allow students to connect the assignment to personal or cultural practices, such as analyzing traditional medicinal compounds or sustainable practices in personal care products (see next example). 

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 in assessment promote student autonomy, affirm students’ cultural and personal identities, and create a sense of belonging, which we know increases student engagement in learning and success for students from equity deserving groups. By offering diverse modes of representation, you allow students to connect their learning to their unique experiences and strengths. Most often we see these kinds of choices provided through an “assignment menu.” Included below are two examples of assignment menus adapted from Durham College’s UDL and Assessment and Evaluation site. Both examples include 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.   

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.