As higher education students continue to evolve, so too should the format, design, and delivery of courses offered by instructors. Research suggests that learning is promoted when students are empowered with choice over course design and assessment methods (Cook, 2001). A group (n=109) of upper year undergraduate students in Kinesiology were asked to select from one of nine possible assessment weighting options, and to choose how many group members they preferred to work with at the start of term. Their choices and resulting grades were evaluated to determine if student perceptions of their relative strengths on the different assessment types were reflected in the grades they received. Offering choice resulted in positive outcomes for many students, including higher grades on the assessment type to which they allocated the most weight. Given that benefits of flexible assessment have been reported within different disciplines and years of study, the approach used in the current study will need to be confirmed on a broader scale. This concurrent session will explore the flexible assessment practices used in the current study and highlight how learning more about flexible assessment strategies for students will help evolve teaching practices to better suit their learning strengths and needs.