Although an integral part of the pedagogical process is the evaluation of students, questions remain about the purpose and characteristics of effective assessments. Assessments should benefit both the instructor and the student, but this could be a challenge in large classes, such as the English service courses offered at the University of Guyana (UG), which are compulsory courses offered to over 2,000 first year students annually. However, the transition to online delivery of these courses because of the Coronavirus (COVID-19) pandemic has offered new opportunities for innovation in relation to course assessments. Consequently, this Action Research study was undertaken with the intention of improving the methods of assessment in the course, Introduction to the Use of English (ENG 1105), one of the three English service courses currently offered at UG.Multiple methods of data collection, including surveys, and semi-structured interviews, observations and analyses were used to determine how the assessment strategies used in the course helped develop academic self-efficacy in students and prepare them for other courses in their programs of study. The findings from the first two cycles of this study suggest that while the current assessment methods used in the course are beneficial to both lecturers and students, there is a need to adjust aspects of the assessments so students benefit from assessments that better align with other courses in their programs, as well as sharpen their English language skills. The third cycle captures the impact that the use of an innovation-an ungraded portfolio-had on student learning and suggests it should become a regular feature in the English service courses.

Adequacy of classroom learning spaces at the University of Guyana has historically been a challenge the institution faces. However, the coronavirus disease of 2019 (COVID-19) pandemic lessened the problem when the University of Guyana responded to the crisis by making rapid adjustments to continue operations online and to remain competitive while offering high-quality education. I created and implemented a flexible learning space choice model (FLSCM) to address the issues of inadequate physical learning spaces and the needs and preferences of contemporary students in the post-pandemic reality. The study used a concurrent mixed methods action research (MMAR) design to examine students’ perceptions of the model and the extent of the differences in student engagement and satisfaction with the teaching model. I collected quantitative data using an online questionnaire and qualitative data using one-on-one semi-structured online interviews. I used thematic analysis to analyze the qualitative data. I also analyzed the quantitative data using descriptive and inferential statistical analysis, including bivariate correlation, independent samples t-tests, and factorial multivariate analysis of variance (factorial MANOVA). The results indicate that students perceived the FLSCM as suitable for facilitating learning, student engagement, and satisfaction.