The Impact on Student Learning of Resubmission of Work and Flexible Deadlines

Abstract

Two policy initiatives were considered in this study. The first allows students to rework and resubmit previously evaluated work for additional credit. The second allows students to have a small pool of “bonus days,” or declared but nonjustified extensions to homework or laboratory report deadlines. Both policies are intended to address perceived shortcomings in the traditional methods for setting deadlines and evaluating and returning student work to the student. Student surveys indicate broad acceptance of the policies, some perception of reduced stress due to inflexible deadlines, small if any reduction in the amount of learning in the first iteration of student work, and an increased amount of attention to the homework in total.