Enhancing engagement and performance through a Formative-Linked Exam Weighting (FLEX) assessment

Conventional grading in higher education assigns fixed weights to different assessment components, remaining unchanged across time and students, and offering limited flexibility to reflect individual learning trajectories. This study introduces a gamification-inspired assessment design termed Formative-Linked Exam Weighting (FLEX), integrated with Rhythmic Engagement Pedagogy (REP), where each student’s final exam initially carries 100% of the grade and is gradually reduced according to learning-progress points accumulated from formative components, such as quizzes, group tasks, flipped sessions, and inquiry-based milestones. Implemented in an 18-week undergraduate Circuit Theory course, the approach individualized exam weights; by semester’s end, the quartiles were 18.7%, 32.5%, and 44.7%. Compared with fixed-weight formats, FLEX increased voluntary attendance, reduced withdrawals, and improved exam outcomes. Correlation analyses showed that formative engagement aligned with professional-content mastery, REP sustained participation across scales, and FLEX supported learner autonomy. Thus, the proposed assessment provides a scalable framework for enhancing engagement and learning performance. • Formative-Linked Exam Weighting (FLEX) redefines the conventional fixed-weight grading. • FLEX uses internal gamification, converting formative progress into grade rewards. • Rhythmic Engagement Pedagogy (REP) structures alternating learning contrasts. • Combined DGS–REP model sustains engagement and reduces course withdrawals. • The approach enhances mastery, autonomy, and motivation in EMI STEM instruction.