Flexible Assessment Open Pathway

Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of the following assessment methods:

Learner voices on assessment weights

First: Flexible assessment weights

Second: Open flexible assessment pathway

Learner voices on what to assess
Learner voices on how to assess learning
Learner voices on self-assessment
Learner voices on peer-assessment

In this blog, I will be discussing flexible assessment in terms of learner voices on assessment weights using the open flexible assessment pathway method. The blog proceeds in the following order:

Requirements of the open flexible pathway to assessment weights
Procedure of the open flexible pathway to assessment weights
Benefits of the open flexible pathway to assessment weights

a) Requirements of the open flexible pathway to assessment weights

Students (Ss) choose from 6 assessments.
The six assessments are outcomes-based.
Each assessment addresses specific course learning outcomes (LOs).
The six assessments blend formative and summative assessments.
When discounted, optional assessments are considered to be formative.
When optional assessments are discounted, their percentage in the final grade as well as coverage of the course LOs are carried over to the next assessment.
When counted, optional assessments are considered to be summative.
Optional assessments can be taken by all Ss.
The six assessment weights alongside LOs coverage are as follows:

Assessment #1

Required to take but optional to count in the final grade.
Counts for 5% of the final grade and covers 5% of the course LOs.

Assessment #2

Required to take but optional to count in the final grade.
Counts for 10% of the final grade and covers 10% of the course LOs.
Counts for 15 % of the final grade and covers 15% of the course LOs when assessment 1 is discounted.

Assessment #3

Required to take but optional to count in the final grade.
Counts for 15% of the final grade and covers 15% of the course LOs.
Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Assessment #4

Required to take but optional to count in the final grade.
Counts for 20% of the final grade and covers 20% of the course LOs.
Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Assessment #5

Required to take but optional to count in the final grade.
Counts for 25% of the final grade and covers 25% of the course LOs.
Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Assessment #6

Required and counts in the final grade.
Counts for 25% of the final grade and covers 25% of the course LOs.
Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.
Could count between 25% to 100% of the final grade.
Could cover between 25% to 100% of the course LOs.
Ss can improve the low grades of prior assessments apart from assessment 6.
Low grades on prior assessments can be improved only when the subsequent assessment grade is 60% or more of its total score.

b) Procedure of the open flexible pathway to assessment weights

Assessment #1

Measures achievement of 5% of the course 40 LOs (2 LOs (5*40/100)).
Counts for 5% of the course 100 points (5 pts. (5*100/100)).
Ss who are happy with their grade may count it in their final grade. They will not be tested again in these 2 LOs.
Ss who are unhappy with their grade may not count it in their final grade. They will be tested again in these 2 LOs in subsequent assessments until they achieve them.

Assessment #2

For students who counted assessment 1:

Measures achievement of 10% of the course 40 LOs (4 LOs (10*40/100)).
Counts for 10% of the course 100 points (10 pts. (10*100/100)).

For students who discounted assessment 1:

Measures achievement of 15% of the course 40 LOs (6 LOs (15*40/100)).
Counts for 15% of the course 100 points (15 pts. (15*100/100)).

Assessment #3

For students who counted assessment 1 and 2:

Measures achievement of 15% of the course 40 LOs (6 LOs (15*40/100)).
Counts for 15% of the course 100 points (15 pts. (15*100/100)).

For students who discounted assessment 1 and 2:

Measures achievement of 30% of the course 40 LOs (12 LOs (30*40/100)).
Counts for 30% of the course 100 points (30 pts. (30*100/100)).

Assessment #4

For students who counted assessment 1, 2 and 3:

Measures achievement of 20% of the course 40 LOs (8 LOs (20*40/100)).
Counts for 20% of the course 100 points (20 pts. (20*100/100)).

For students who discounted assessment 1, 2 and 3:

Measures achievement of 50% of the course 40 LOs (20 LOs (50*40/100)).
Counts for 50% of the course 100 points (50 pts. (50*100/100)).

Assessment #5

For students who counted assessment 1, 2, 3 and 4:

Measures achievement of 25% of the course 40 LOs (10 LOs (25*40/100)).
Counts for 25% of the course 100 points (25 pts. (25*100/100)).

For students who discounted assessment 1, 2, 3 and 4:

Measures achievement of 75% of the course 40 LOs (30 LOs (75*40/100)).
Counts for 75% of the course 100 points (75 pts. (75*100/100)).

Assessment #6

For students who counted assessment 1, 2, 3, 4 and 5:

Measures achievement of 25% of the course 40 LOs (10 LOs (25*40/100)).
Counts for 25% of the course 100 points (25 pts. (25*100/100)).

For students who discounted assessment 1, 2, 3, 4 and 5:

Measures achievement of 100% of the course 40 LOs (40 LOs (40*40/100)).
Counts for 100% of the course 100 points (100 pts. (100*100/100)).

c) Benefits of the open flexible pathway to assessment weights

Moving from one assessment to another improves understanding and subsequent learning.
Improves analysis and evaluative skills with each assessment.
Ss become more aware of their strengths and weaknesses with each assessment.
Blend summative and formative assessment.
Counted assessments become gradual and cumulative summative assessments.
Discounted assessments become a formative assessment for improving subsequent learning.
Enhances internal motivation to study for and achieve well in subsequent assessments.
It helps students to discover poor performance, study plans and learning strategies at an early stage without detrimental consequences for their final grade.
It allows instructors and program directors to discover poor performance at an early stage so that they adjust instructional content, delivery and assessment.
Test anxiety is not an issue as learners have six attempts not only to improve but also achieve the full grade.
When students perform well on optional assessments, their drive for success increases.
When students do not perform well on optional assessments, a positive level of test anxiety is in place as they still have hope to achieve a high percentage of the final grade.
It allows students to assess performance on multiple assessments and use this information to put learning back on track.
Motivation never wanes as learners have an ongoing opportunity to pass and excel in the course at any point of time.

Flexible Assessment Open Pathway

Learner voices on assessment weights

First: Flexible assessment weights

Second: Open flexible assessment pathway

Learner voices on what to assess

Learner voices on how to assess learning

Learner voices on self-assessment

Learner voices on peer-assessment

In this blog, I will be discussing flexible assessment in terms of learner voices on assessment weights using the open flexible assessment pathway method. The blog proceeds in the following order:

Requirements of the open flexible pathway to assessment weights

Procedure of the open flexible pathway to assessment weights

Benefits of the open flexible pathway to assessment weights

a) Requirements of the open flexible pathway to assessment weights

Students (Ss) choose from 6 assessments.

The six assessments are outcomes-based.

Each assessment addresses specific course learning outcomes (LOs).

The six assessments blend formative and summative assessments.

When discounted, optional assessments are considered to be formative.

When optional assessments are discounted, their percentage in the final grade as well as coverage of the course LOs are carried over to the next assessment.

When counted, optional assessments are considered to be summative.

Optional assessments can be taken by all Ss.

The six assessment weights alongside LOs coverage are as follows:

Assessment #1

Required to take but optional to count in the final grade.

Counts for 5% of the final grade and covers 5% of the course LOs.

Assessment #2

Required to take but optional to count in the final grade.

Counts for 10% of the final grade and covers 10% of the course LOs.

Counts for 15 % of the final grade and covers 15% of the course LOs when assessment 1 is discounted.

Assessment #3

Required to take but optional to count in the final grade.

Counts for 15% of the final grade and covers 15% of the course LOs.

Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Assessment #4

Required to take but optional to count in the final grade.

Counts for 20% of the final grade and covers 20% of the course LOs.

Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Assessment #5

Required to take but optional to count in the final grade.

Counts for 25% of the final grade and covers 25% of the course LOs.

Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Assessment #6

Required and counts in the final grade.

Counts for 25% of the final grade and covers 25% of the course LOs.

Counts for all grade percentages of all prior discounted assessments and covers all of their course LOs.

Could count between 25% to 100% of the final grade.

Could cover between 25% to 100% of the course LOs.

Ss can improve the low grades of prior assessments apart from assessment 6.

Low grades on prior assessments can be improved only when the subsequent assessment grade is 60% or more of its total score.

b) Procedure of the open flexible pathway to assessment weights

Assessment #1

Measures achievement of 5% of the course 40 LOs (2 LOs (5*40/100)).

Counts for 5% of the course 100 points (5 pts. (5*100/100)).

Ss who are happy with their grade may count it in their final grade. They will not be tested again in these 2 LOs.

Ss who are unhappy with their grade may not count it in their final grade. They will be tested again in these 2 LOs in subsequent assessments until they achieve them.

Assessment #2

For students who counted assessment 1:

Measures achievement of 10% of the course 40 LOs (4 LOs (10*40/100)).

Counts for 10% of the course 100 points (10 pts. (10*100/100)).

For students who discounted assessment 1:

Measures achievement of 15% of the course 40 LOs (6 LOs (15*40/100)).

Counts for 15% of the course 100 points (15 pts. (15*100/100)).

Assessment #3

For students who counted assessment 1 and 2:

Measures achievement of 15% of the course 40 LOs (6 LOs (15*40/100)).

Counts for 15% of the course 100 points (15 pts. (15*100/100)).

For students who discounted assessment 1 and 2:

Measures achievement of 30% of the course 40 LOs (12 LOs (30*40/100)).

Counts for 30% of the course 100 points (30 pts. (30*100/100)).

Assessment #4

For students who counted assessment 1, 2 and 3:

Measures achievement of 20% of the course 40 LOs (8 LOs (20*40/100)).

Counts for 20% of the course 100 points (20 pts. (20*100/100)).

For students who discounted assessment 1, 2 and 3:

Measures achievement of 50% of the course 40 LOs (20 LOs (50*40/100)).

Counts for 50% of the course 100 points (50 pts. (50*100/100)).

Assessment #5

For students who counted assessment 1, 2, 3 and 4:

Measures achievement of 25% of the course 40 LOs (10 LOs (25*40/100)).

Counts for 25% of the course 100 points (25 pts. (25*100/100)).