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Offering Assessment Autonomy to Graduate Students with a Choice of Paper or Project as a Final Examination

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Title: Offering Assessment Autonomy to Graduate Students with a Choice of Paper or Project as a Final Examination
Language: English
Authors: Eric Hogan (ORCID 0000-0002-2010-1787)
Source: Intersection: A Journal at the Intersection of Assessment and Learning. 2026 7(1):118-138.
Availability: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Student Evaluation, Personal Autonomy, Self Evaluation (Individuals), Self Determination, Student Projects, Tests, Competence, Alternative Assessment, Test Format, Stress Variables, Anxiety
ISSN: 2688-7207
Abstract: One strategy to foster motivation involves creating worthwhile assessments that are highly engaging, specifically creating assessments that foster autonomy. Assessment autonomy involves the use of choice-based and/or flexible ways in which learners can demonstrate their knowledge, strengths, interests, and/or personal decisions through potentially different types, times, and/or weights of assessments supported with clear expectations. This study seeks to explore graduate students' experiences with one of two assessments, a paper or a project. The participants documented the reasons they chose one format or the other, while also expanding on their experiences. Findings indicate there are benefits to using assessment autonomy, such as the students being able to showcase their strengths and synthesize information for deeper understanding. Findings also suggest that we, as educators, need to be aware of how assessment autonomy could invite more stress and anxiety. This research further connected the tenets of autonomy, competence, and relatedness within self-determination theory.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506583
Database: ERIC
FullText Text:
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  Data: Offering Assessment Autonomy to Graduate Students with a Choice of Paper or Project as a Final Examination
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  Data: <searchLink fieldCode="AR" term="%22Eric+Hogan%22">Eric Hogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2010-1787">0000-0002-2010-1787</externalLink>)
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  Data: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink>
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  Data: One strategy to foster motivation involves creating worthwhile assessments that are highly engaging, specifically creating assessments that foster autonomy. Assessment autonomy involves the use of choice-based and/or flexible ways in which learners can demonstrate their knowledge, strengths, interests, and/or personal decisions through potentially different types, times, and/or weights of assessments supported with clear expectations. This study seeks to explore graduate students' experiences with one of two assessments, a paper or a project. The participants documented the reasons they chose one format or the other, while also expanding on their experiences. Findings indicate there are benefits to using assessment autonomy, such as the students being able to showcase their strengths and synthesize information for deeper understanding. Findings also suggest that we, as educators, need to be aware of how assessment autonomy could invite more stress and anxiety. This research further connected the tenets of autonomy, competence, and relatedness within self-determination theory.
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      – Text: English
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      Pagination:
        PageCount: 21
        StartPage: 118
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      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Student Projects
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      – SubjectFull: Tests
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      – SubjectFull: Competence
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      – SubjectFull: Alternative Assessment
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      – SubjectFull: Test Format
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      – SubjectFull: Stress Variables
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      – SubjectFull: Anxiety
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      – TitleFull: Offering Assessment Autonomy to Graduate Students with a Choice of Paper or Project as a Final Examination
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