Effect of Letting Students Choose the Weight of Each Assessment Category for the Semester Grade
Document Type
Conference Proceeding
Publication Date
3-2020
Abstract
To increase inclusivity and equity, higher education instructors are adopting the universal design for learning (UDL) approach in their classrooms. While the principles of UDL are evidence-based, they additionally allow flexibility in meeting the needs of our students. One of the three principles of UDL is action and expression, that is, how can an instructor provide alternative options to students to demonstrate what they know. This paper concentrates on an instance of this principle in action and its effect in a Numerical Methods course at the University of South Florida. The author has many means of assessments in the course that count toward the final grade, and to give students some ownership of learning, the students could choose a specific percentage weight for each assessment category of the course. About 16% of the students received a higher grade than they would have otherwise got.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
2020 ASEE Southeastern Section Conference
Scholar Commons Citation
Kaw, Autar, "Effect of Letting Students Choose the Weight of Each Assessment Category for the Semester Grade" (2020). Mechanical Engineering Faculty Publications. 232.
https://digitalcommons.usf.edu/egr_facpub/232
