Effect of Letting Students Choose the Weight of Each Assessment Category for the Semester Grade

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Conference Proceeding

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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.

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Citation / Publisher Attribution

2020 ASEE Southeastern Section Conference