<p>Effective instruction in higher education relies on structured engagement, frequent opportunities to respond, and meaningful feedback. Prior research suggests that offering students choices of assignments can improve engagement and performance; however, experimental evaluations of this practice in online settings are limited. In this study, an adapted alternating treatments design was used to evaluate the effects of assignment choice on quiz performance among 45 participants across six sections of asynchronous, online Master’s-level courses. Participants completed weekly proof-of-reading assignments, choosing between study questions and reading summaries during “choice weeks”, and being randomly assigned to one of these tasks during “no-choice weeks”. Weekly quiz scores served as the dependent variable. Visual and statistical analyses indicated that providing assignment choice did not improve quiz performance compared to no-choice conditions. However, participants consistently reported a preference for having a choice and reported having choice as helpful for increasing their perceived engagement with course material and preparation for assessments. These findings highlight the potential of assignment choice to enhance student satisfaction in online graduate education, which is important as on-line higher-education enrollment continues to grow.</p>