Give choice of topic, method, criteria, weighting or timing of assessments |
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| Being able to manage and prioritise work is a key graduate skill. Providing students with opportunities to make decisions about which topic to do, when to hand work in, the weighting of an assessment or part of it, enables them to practise this skill. For example, students often have a choice of topic, or some online testing designs allow students to choose when to take a test during a specified period. | |
Adapted from REAP and the Viewpoints Project  |
| Some ways to do this... | Technologies to consider... |
| Choice of essay titles and/or negotiated titles | |
| Choice of topic for extended essay or project/dissertation | |
| Negotiated submission dates | |
| Students generate criteria for assessment | Collaboration Tools/ Interactive Voting/ Lecture Participation |
| Students provide additional criteria for assessment | Collaboration Tools |
| Students choose the weighting for parts of an assessment | Collaboration Tools/ Interactive Voting/ Lecture Participation |
| Students set their own schedule | Portfolio Tools |
Some Queen’s examples
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CSC2007 Games Programming: Project Development Report and Assessment Pro-forma
There are six assessment tasks for this course. Marks are allocated to each task. For three of the tasks the weightings are fixed at 10%, 10% and 20%. For the other three students can choose the weightings – between 5 and 30% - to a total of 60% to reflect the strengths of the project. There is a proviso, in that if the module convener does not think that the mark distribution best matches the strengths of the project then he will adjust the distribution on the part of the student(s).