Student choice of assessment in an individualized mathematics course

This paper describes an individualized tertiary Mathematics course in which students were given a consider­able degree of choice in terms of assessment. Covariates were measured at the same time as the choice was made and the relationship of these to the choice made was studied. Student progress through the course was monitored, as was student reaction to the course and long-term retention of the concepts taught. The relationship of these to choice of assess­ment and other covariates was considered. It was concluded that students generally chose appropriately to their abilities and achieved accordingly. In addition, students had little hesitation in deserting the end-of-course examination for continuous assessment.