Benefits and Limitations of Low-Stakes Assignments on Student Engagement and Performance: Evidence From College Classes

• In Event: Measuring and Supporting Student Success

Abstract

Increasingly, low student performance in assignments has been a challenge both for students and instructors in the classroom. Low-stake assignments have the potential to enhance student learning by allowing them to learn from their mistakes without significant penalties, thereby improving overall performance and engagement. This study aims to explore both instructor’s and students’ reflections on the utilization of three low-stake assignments introduced to two college classes in an American university (Colorado State University). Students’ experiences were analyzed qualitatively, revealing both the potential and challenges of this approach.

Authors

• Bilge Gencoglu, University of Groningen

• Gamze Çavdar, Colorado State University

• Yavuz Yaşar, University of Denver