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What Features of Assessments Do Higher Education Students Find Most Engaging?

Quinlan, Kathleen M, Guadalupe, Sellei, Fiorucci, Wissia (2023) What Features of Assessments Do Higher Education Students Find Most Engaging? In: American Educational Research Association, 11-14 April 2024, Philadelphia, Pennsylvania, USA. (Unpublished) (KAR id:105445)


Assessment design offers a critical lever for enhancing higher education students’ engagement. To understand what students find most interesting/engaging, we surveyed students (N=668) across arts/humanities, social sciences, and sciences. Students described their most engaging/interesting assessment and then rated three assessment design features, nine emotions, and two perceived learning outcomes associated with it. Students described various assessment types. Few systematic relationships existed between types and features, suggesting that a range of typical assignments can be adapted to include effective features. On regression analysis, the features of authentic assessment and support predicted positive emotions while lack of support predicted negative emotions. Authentic assessment and support also predicted students’ perceived achievement on the assessment and boost to self-confidence. Implications for practice are discussed.

Item Type: Conference or workshop item (Poster)
Additional information: This poster was part of an AERA Division C poster session entitled “Cognitive and Emotional Processes in Learning Environments”.
Uncontrolled keywords: higher education, authentic assessment, emotions, interest, engagement
Subjects: L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Kathleen Quinlan
Date Deposited: 26 Mar 2024 18:49 UTC
Last Modified: 28 Mar 2024 16:09 UTC
Resource URI: (The current URI for this page, for reference purposes)

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