This thesis aimed to explore students' perspectives on university exams in two studies. Using a phenomenological approach, Study 1 recruited 10 senior undergraduate students to participate in semi-structured interviews. A thematic analysis revealed key themes related to exam purpose, effectiveness, fairness, and emotional responses. These insights informed the development of a sequence model explaining how students form exam perceptions. Study 2 was a concurrent, embedded, correlational mixed-methods case study of sophomore Psychology students' (N = 35) experiences with a case-based take-home exam designed according to motivational design principles. Findings from this study highlight the associations between students' motivation orientation and motivational assessment features and students' positive experiences and perceptions of the exam. This thesis offers an informative framework for instructors aiming to promote student buy-in, while also meeting course learning outcomes and facilitating deeper engagement with assessments.
Author Keywords: alternative assessment, assessment design, learning outcomes, student motivation, university exams