Strategies that challenge: exploring the use of differentiated assessment to challenge high-achieving students in large enrolment undergraduate cohorts

Abstract

Academics teaching large and highly diverse classes are familiar with the inevitable effect this has on promulgating teaching and assessment practices to ‘middle of the distribution’, thus ignoring the distribution extremes. Although the literature documents a wide range of strategies for supporting poor-performing students in large class settings, very little work has been reported on catering for more capable students who may feel frustrated and poorly challenged in such settings. This paper reports on the introduction of alternative assessment tasks into two first-year science units of study, with the aim of providing more challenging learning opportunities for high-performing students. It analyses student engagement with and perception of alternative assessment, and concludes that such opportunities are well received by students, even when no additional marks are available nor special credit recognition given for completing an advanced task.