Increasing Student Motivation Through Assignment Choice

Assignments are a crucial part of the learning experience for students. Yet, surprisingly, there are relatively few professional development resources or conference sessions on how to design assignments that will engage and motivate students. Many focus on aligning assignments with outcomes and conveying assignments clearly and transparently, but little attention has been given to allowing choice in assignments and how that can help increase student learning.

Students are entering classrooms with varied backgrounds, strengths, interests and aspirations, so it is difficult if not impossible for professors to determine one type of assignment that will be perceived as meaningful and valuable to everyone in their class. As I shared in a podcast on creating culturally affirming and meaningful assignments, I’ve found that students are most likely to be motivated when an assignment enables them to build on their strengths and experiences, taps into their interests, and is designed to help them learn content and skills that are relevant to them. And one of the key ways for assignments to be affirming and meaningful is to offer students options related to those assignments.

Education experts Joan Dabrowski and Tanji Reed Marshall have identified three main types of assignment choices: content, product and process. In this piece, I’ll describe how I’ve effectively used this framework in my own classes to make assignments that enhance student learning.

Content choices. Research has shown that the most common choice that instructors let students make is to select the topic or sources for an assignment. For example, students are often but not always allowed to pick the subject for a presentation or paper. They appreciate that, as it allows them to identify and learn about something that interests them.

Like many other professors, I have often given students such content choices. Most students have told me they like being able to make them, but it’s important to note that some students are overwhelmed by the opportunity. Having too many choices, especially when students do not know much about the field, can sometimes be counterproductive.

To support both students who thrive when they get to choose and students who find choosing stressful, I use guided content choices. For instance, I typically give a short list of suggested topics, but I also add that students can choose a topic that is not on the list as long as I approve it. It can also be helpful to share descriptions and additional details about the subject options to help students decide.

Product choices. We can also give students choices in how they demonstrate what they have learned. According to the research, professors are less likely to offer such choices than those involving assignments. Typically, professors require all students to submit the same product type, often a paper.

But we have many more innovative options now: podcasts, multimedia projects, infographics, blogs, executive summaries, training manuals and more. We might even allow students to share their own ideas about how they could convey their knowledge in creative ways. Offering product assignment choices allows students to not only leverage their strengths but also gives them ownership over their learning journey.

I have found that offering two different product options has worked well. I also allow them a third choice: to work on a product they’ve come up with, if I approve it. But I have found that students usually choose one of the two product options rather than suggesting a third alternative, because they appreciate having the assignment guidelines articulated.

For example, in one of the courses I’ve taught, I have asked students to complete either a book review or create an infographic. In addition to describing the options, I share the specific skills they will develop as a result of selecting each one. If a student wants to develop their writing skills, the book review would be the better option; if the student wants to practice conveying information visually, then the infographic would work best. Students who have been interested in getting published have expressed high levels of motivation around the book review option, while students who enjoy using technology tools and being creative have said the infographic assignment engages them more.

One major reason that I prefer to only give two main options is that it takes a lot of preparation to ensure that each product will provide evidence that the student achieved targeted course learning outcomes and will be similar in terms of the effort required. It also takes more work to share clearly the expectations and grading details of each assignment product.

That said, despite the greater effort needed to create more than one assignment option, the grading process is more rewarding for me. I enjoy having different types of products to grade, and the products are often of higher quality because students are more motivated and willing to put more effort into them.

The bulk of the grade is still based on how accurately and comprehensively the students convey the key points they have learned, but I do assess to some extent their ability to convey the information learned via the product style they selected. If a student chooses to do an infographic, for instance, part of the grade takes into account the visual effectiveness of the product. (Professors who feel that grading products such as infographics is outside of their expertise can consider asking colleagues for guidance or leveraging AI technology tools for grading criteria and guidance.)

Process choices. Another way to give students options is in how they complete their assignments. For example, we can allow students to decide if they would prefer to work independently or collaboratively with classmates, or let them pick the due dates.

Based on a recent research study that I conducted, process choices are the least likely type of assignment choices that instructors give to students. Yet I have become more intentional about how I include such process choices in my classes. In my online classes, I have asked students which day of the week that they would prefer to have weekly assignments due—often giving two options, such as Sunday or Monday. I have also asked students for their input on what time of day they would prefer for their assignments to be due.

In those situations, I use student feedback to help determine due dates and times for the entire class, as it would be too chaotic for me to have different due dates for many students. As we strive to engage and motivate students through our teaching actions, we must also consider how those actions might impact us as professors. Balancing student needs with our own self-care is important.

I have also given students choices related to working independently or in a small group on projects. About half of them opt to work independently and half to work in a group. I only give this option when it fits, however. Some assignments simply require independent work, and others require group work. While a personal reflection, for instance, is completed individually, students should work in a team if the assignment requires diverse perspectives to be considered, such as in a case study. By only giving this type of process choice on some assignments, I can ensure that a student does not fully opt out of certain types of assignments.

I know how busy professors are, and creating more assignment options can seem overwhelming. Still, I recommend that professors consider ways to increase assignment choice. Here are a few easy ways to get started:

• Share a short list of potential topics and add a choose-your-own option.
• Add an option to at least one assignment where students can choose how they demonstrate what they learned.
• Choose one assignment and develop a second option.
• Give students one process choice, perhaps related to due dates or working independently or with others.

Determining alternate assignment options with transparent expectations and grading criteria takes time and effort, but the rewards can be worth it. Students who are engaged by choice will invest more, create higher-quality products and ultimately learn more.