Optionality in assessment design
This guidance page outlines different ways to support students by explicitly designing in different ways of achieving the learning outcomes. This is guidance and should only be used in conjunction with the rules and processes with the LJMU assessment and feedback policy.
Our diverse student body brings different strengths, learning preferences, and life circumstances to their studies. Current 'one size fits all' assessment design may not be a valid way of measuring student learning in all cases. Assessment optionality - also called negotiated, flexible, or multi-modal assessment - is an inclusive pedagogical approach that provides students with meaningful choices in how they demonstrate their learning.
This approach can be associated with some of the research and practice developed within the field of Universal Design for Learning (UDL), particularly the principle of multiple means of action and expression.
Rather than being an add-on accommodation, assessment optionality is proactive inclusive design that benefits all students while reducing the need for individual reasonable adjustments.
Optionality in assessment is, put simply, student choice.
QAA Collaborative Enhancement Project
Assessment optionality means providing students with meaningful choices in their assessments while maintaining academic standards and learning outcomes. Some of this is already common practice, like offering choice in essay subject areas. This might include choices about:
- Content focus (topic selection, audience, research question)
- Submission timing (distributed deadlines, continuous vs. end-point assessment)
- Assessment format/category (essay, presentation, video, infographic, portfolio)
- Assessment process (individual vs. group work, methodology choices)
What it is not:
- Lower academic standards or "easier" options - assessment optionality is about validity, ensuring the assessment design creates authentic routes for students to demonstrate their learning rather than inadvertently measuring skills that aren't critical to the learning outcomes.
- Unlimited choice that overwhelms students - programme-level assessment design should ensure students are leaving the course with appropriate skills, and not all assessments need optionality to prevent students avoiding important learning opportunities and skills that will help them in the future.
- Different learning outcomes for different students - at LJMU students must complete the same learning outcomes for a module, although the assessment design used to demonstrate that learning can vary.
Equivalence
This guidance does not provide detailed equivalence comparisons between different assessment types (such as whether a 2000-word essay equates to a 15-minute video submission) because only module tutors have the necessary understanding of their specific learning outcomes and disciplinary contexts to make these judgements. Rather than prescribing formulaic equivalences that may not suit all situations, we recommend that tutors carefully consider what constitutes appropriate evidence of learning for each specific learning outcome they are assessing. The focus should be on whether each assessment option authentically demonstrates the required capabilities, rather than on superficial measures like word counts or time limits.
Why Consider Assessment Optionality?
Benefits for Students
- Enhanced engagement: Students can connect assessments to their interests and career goals.
- Reduced anxiety: Choice reduces feelings of being "stuck" with unsuitable assessment methods.
- Better learning outcomes: Students can demonstrate knowledge through their strengths.
- Improved time management: Options can help students manage workload across modules.
- Increased sense of agency: Students develop decision-making and self-regulation skills.
Benefits for Tutors
- Reduced reasonable adjustment requests: Proactive design meets diverse needs upfront.
- Higher quality work: Students often produce better work when they have ownership.
- More engaging teaching: Variety in assessment can refresh your approach to the module.
- Better student relationships: Collaborative approach to assessment design builds trust.
When Assessment Optionality Can Go Wrong
To be successful, assessment optionality requires careful planning and design. Common challenges include:
- Programme-level incoherence: Without strategic planning across the whole programme, students may consistently avoid important learning experiences, graduating without essential skills.
- Unequal difficulty between options: Poorly designed choices can inadvertently create "easy" and "hard" routes, undermining assessment validity and fairness.
- Choice overload: Too many options can overwhelm students and create decision paralysis rather than empowerment.
- Inadequate communication: Students need clear guidance about how to choose between options and what each option involves.
- Administrative burden: Multiple assessment formats require more complex preparation, guidance, marking, moderation, and feedback processes.
The key to avoiding these pitfalls is thoughtful design, clear communication with students, and ensuring assessment choices work coherently across the programme level.
Getting Started: Simple Ways to Introduce Choice
You don't need to completely redesign your module to offer meaningful optionality. Here are some approaches to consider.
Low-Stakes Starting Points
- Submission format choices: "Submit as either a 2000-word report or a 10-minute recorded presentation".
- Flexible deadlines: Allow early submission whenever possible and communicate this through ‘soft’ deadline dates leading up to the final deadline to encourage student autonomy over their workload.
- Topic selection: Provide a menu of essay questions or research areas
- Audience variation: "Write for either a professional or public audience".
Medium Complexity Options
- Assessment type choice: Essay OR presentation OR poster (as in the York Biology case study).
- Workload distribution: Continuous assessment OR end-of-semester exam (as in the UCD Biology example).
- Content focus: Students choose which aspect of the module to explore in depth.
Advanced Approaches
- Student-designed assessments: Students propose their own assessment method with tutor approval.
- Research pathway choices: Students select their own research questions and methodologies (as in Imperial College case study).
Planning your assessment optionality
Key design considerations
Maintain equivalent standards
Provide appropriate support
Manage administrative complexity
Quality assurance requirements
Examples in practice
Case study one: University of York Biology - "Grand Challenges"
Case study two: UCD Biology - PBL vs Exam choice
Case study three: Imperial College Biomedical Sciences
Case study four: University of Manchester Nursing - Negotiated study
Summary
Assessment optionality is about providing meaningful choices that enhance learning, not about making assessment easier. Start small, build gradually, and focus on maintaining quality while expanding opportunities for all students to succeed.
Acknowledgements
Thanks to Dr Miriam Firth, Senior Lecturer in Education Management and Leadership, University of Manchester for making time to meet and discuss her work.