Flexible assessment and confidence: a Level 6 case study

Updated Sep 07, 2026

Winfield describes flexible assessment in the opening module of a Level 6 BA Education Studies top-up programme. Students' reflections suggest an experience worth examining, while the evidence is too limited to establish an intervention effect.

What happened

Students chose an assessment topic and format, with submissions assessed against a shared rubric. Informal feedback was collected after the flexible module and the later prescribed module and analysed using reflexive thematic analysis.

The reported themes concern confidence and ownership, motivation and engagement, and feeling prepared for subsequent tasks. These are interpretations of student accounts. They do not isolate choice as the cause of improved wellbeing or preparedness.

The full paper does not report the number of participating students or grade statistics. Although its abstract describes no significant grade change, the conclusion simply describes no marked improvement. Without a reported statistical comparison, we cannot treat this as a demonstrated null result.

Designing a useful local trial

Our recommendation is to specify the boundaries of choice in advance. Explain what learning must be demonstrated, which formats are available and how each will be judged. Invite students to discuss an unfamiliar format before committing to it. A shared rubric is a starting point; comparable judgement still needs review.

To evaluate the trial, record participation and ask about both useful and difficult aspects of choosing. Some students may value autonomy while others want clearer guidance. Compare the resulting work and subsequent experiences carefully, documenting changes in teaching, workload and cohort composition that could offer alternative explanations. Our governance checklist can support a clear process for reviewing comments.

FAQ

Is flexibility a replacement for every prescribed task?

No. This case does not establish universal suitability. Decide whether choice fits the intended learning and the students' support needs.

What would strengthen the evidence?

A transparent account of participation, assessment judgements and comparison design would help distinguish an encouraging reflection from a measured effect.

Reference

Winfield, K.-M. (2026). From Coping to Confidence: Linking Wellbeing and Flexibility in Assessment. Student Engagement in Higher Education Journal, 7(3), 18–26.

Correction, 7 September 2026: revised causal claims and the interpretation of grades after reading the full paper; added the absence of a sample size and statistical comparison.