Student Choice in Assessment: Is There a Subject-Specific Case for Using Assessment Optionality in Political Science Education?
Giving students choice in how they are assessed, known as assessment optionality, is an innovation in assessment that has gained attention in recent years for its potential for improving inclusivity and engagement in teaching and learning. However, although assessment innovations can be beneficial,...
| Publicado en: | PS: Political Science & Politics Vol. 58; no. 4; pp. 717 - 723 |
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| Formato: | Artículo |
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Cambridge University Press
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=189107925&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 189107925 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10490965 PSP jtl: PS: Political Science & Politics issn: 10490965 maglogo: N pubinfo: dt: Oct2025 vid: 58 iid: 4 pid: 15979 pub: Cambridge University Press artinfo: ui: 189107925 10.1017/S104909652400132X ppf: 717 ppct: 6 formats: tig: atl: Student Choice in Assessment: Is There a Subject-Specific Case for Using Assessment Optionality in Political Science Education? aug: au: Moulton, Jeremy F. G. affil: University of York, UK su: Participant observation Political science education Educational evaluation sug: subj: Participant observation Political science education Educational evaluation ab: Giving students choice in how they are assessed, known as assessment optionality, is an innovation in assessment that has gained attention in recent years for its potential for improving inclusivity and engagement in teaching and learning. However, although assessment innovations can be beneficial, the process of changing long-established norms can be difficult. Political science is a field in which the Scholarship of Teaching and Learning literature has long noted that there is limited pedagogical innovation. This resistance to innovation creates a challenge for those working in the field—stronger and specific arguments must be developed to justify changes to curricula. This article presents the results of participatory research with political science students to explore whether a subject-specific case can be made for the use of assessment optionality in the discipline. The study explores political science students' understandings of costs and benefits of assessment optionality and shares co-created recommendations for the potential application of the practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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