This study explores students’ perceptions of choice in assessment and the effectiveness of assignment briefs in communicating such tasks. Increased learner diversification in Ireland has accelerated the adoption of inclusive practices, with Universal Design for Learning (UDL) promising to increase inclusivity in education (Almeqdad et al. 2023). Recently, there has been increased momentum towards adopting the (UDL) framework in higher education (Healy et al. 2024). One UDL principle, student engagement, involves recruiting interest and sustaining effort, with choice as a key strategy (Finlay, Burg, and Wang 2025; Mrachko and Vostal 2020). Indeed, choice has been linked to a sense of inclusion, decreased anxiety, and increased participation and engagement (Fleming 2023). While choice can be enacted through delivery mode, learning activities, technologies, and assessment, this study focuses assessment.

Designing clear and detailed assignment instructions is inherently challenging (Walsh and Knight 2026 under review), and adding choice further complicates this task. For students, a well-designed assignment brief is crucial for optimising engagement and minimising confusion and stress (Walsh 2021). However, explorations on how well-designed assessment briefs can mitigate the complexities of choice remain limited.

Conducted at the University of Limerick, this small-scale study used an online questionnaire to gather qualitative and quantitative data. Respondents were enrolled on three undergraduate modules (n= 61; n= 3; n= 16) and one postgraduate module (n=7). The qualitative data were analysed via thematic analysis and quantitative data were subjected to descriptive statistical analysis.

Findings were mixed, revealing both benefits and challenges associated with choice in assessment. The benefits align with three primary themes: student interest, freedom of choice, and leveraging personal strengths. Interestingly, smaller cohorts also linked choice in assessment to the development of workplace-related critical thinking skills. Two primary challenges emerged in the findings: overwhelm and decision fatigue. Students found that defining the scope of the task exacerbated an already complex task. This complicates the effectiveness of the written assignment brief, as conceptualised by the 5Cs Framework for Effective Assessment Communication (Walsh and Knight 2025).

These findings underscore the pedagogical benefits of choice in assessment while highlighting the importance of clarity in assessment design. For educators, understanding the implications of choice on the communication of assessed tasks is fundamental to effective teaching.

References:

Almeqdad, Qais I., Alodat, Ali M., Alquraan, Mahmoud F., Mohaidat, Mohammad A., & Al-Makhzoomy, Alaa K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), 2218191. https://doi.org/10.1080/2331186X.2023.2218191

Finley, Sara, Burg, Oliva, & Wang, Anqi. (2025). Perception of choice is associated with internal locus of control: implications for Universal Design for Learning (UDL). Educational Psychology, 45(9), 993-1011. https://doi.org/10.1080/01443410.2025.2546968

Fleming, Erica. C. (2023). ‘UDL for Inclusive Teaching: Offering Choice to Increase Belonging Through Technology’. Journal of teaching and learning with technology, 12(1), 72-90. https://doi.org/10.14434/jotlt.v12i1.36327

Healy, Richard, Ryder, Dara, & Banks, Joanne. (2024). Universal Design for Learning Policy in Tertiary Education in Ireland: Are we Ready to Commit? The All-Ireland Journal of Teaching and learning in Higher Education, 16 (2), 1-19. https://doi.org/10.62707/aishej.v16i2.919

Mrachko, Alicia, & Vostal, Brooks. (2020). Using the “Universal Design for Learning” Framework to Plan for All Students in the Classroom: Engagement through Choice. Elementary STEM Journal, 25(2), 29-31.

Walsh, Elaine. (2021). The role of effective communication on students’ emotional response to assessment: Written assignment brief. La Revue LEeE, 5, 1-24. https://doi.org/10.48325/rleee.005.02

Walsh, Elaine, & Knight, John. (2026). Exploring educators’ views of the challenges of communicating assessed tasks in higher education. [Manuscript under review].

Walsh, Elaine, & Knight, John. (2025). ‘The 5 Cs Framework for Effective Assessment Communication in Higher Education’. International Conference on Education and New Developments. 28-30 June 2025. Budapest, Hungary. (Available