Assessment
Good assessment design can help keep the learner motivated. Assessment can take many forms, including final summative assessment and formative ongoing feedback. On the whole, students come to an educational institution to receive some kind of award for their learning, and judgement is made through assessment.
A well-designed assessment should make it more difficult for a student to skip the content and go straight to the end task. Furthermore, the students should be highly motivated to engage if the context of the assessment and the content are well aligned and if they are given a choice for output. This is part of constructive alignment as described by Biggs and Tang (1999). The research by Biggs and Tang (1999) is updated regularly and is a great place to start with practical examples.
Let’s take constructive alignment one step further and consider HyFlex assessment. Giving students elements of choice will further positively impact their motivation.
References
Biggs, J. (n.d.). Constructive alignment. https://www.johnbiggs.com.au/academic/constructive-alignment/
Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university 5e. McGraw-hill education.
