Limited choices, greater engagement: involving cyber security students in inclusive assessment design

Abstract

Designing inclusive assessments in higher education is particularly important for large and diverse student cohorts. This paper reports on a practice implemented in a postgraduate computing science course with approximately 300 students from varied academic backgrounds, assessed through an examination, continuous assessments, and a group coursework project. To promote inclusivity, students were offered limited design choices within the coursework components. For the group project, they selected the elements their written reports would address, while for the continuous assessments, they chose how their final quiz grade would be calculated. These choices did not alter the overall assessment formats but were intended to foster a sense of ownership and ensure that the assessment better reflected diverse strengths and preferences. Although the analysis revealed no significant differences in performance outcomes, student feedback indicated greater positivity toward the assessments and appreciation for being involved in their design. The findings suggest that even small, structured opportunities for student choice can enhance inclusivity and engagement in assessment design.

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