SUPPORTING STUDENT DECISION-MAKING IN MULTIMODAL ASSESSMENT CHOICE: Nurturing Learner Agency in Teacher Education

With an increasing emphasis on inclusive teaching and learning, the pervasiveness of the universal design for learning framework encourages educators to ensure learning and assessment addresses the diverse needs of learners. Key to this is providing opportunities for multiple modes of expression and encouraging learner agency by enabling choice through multimodal assessment. This requires learners to be supported not only to develop their digital skills but also to make decisions regarding their learning. Although assessment literacy supports learner agency, to date research has not considered learners’ experiences in making decisions regarding their assessment and how to support such. This study sought to explore such experiences. A qualitative study interviewed four students and sought reflections from two teaching staff about their experiences of making decisions regarding multimodal assessments. Although the experience increased learners’ self-awareness, strategic decision-making around assessments, and engagement in the assessment process, students felt overwhelmed and anxious about making decisions. Furthermore, students’ workload significantly increased. It is recommended that assessment literacy frameworks support learners to reflect on their individual learning strategies before engaging in the assessment process to aid strategic learner’s decision-making. In addition, assessments should be multistaged to support decision-making with opportunities for rationalising their process, and consideration should be given in terms of balancing choice with support.