1. Align Assessments With Real-World Goals

1. Before choosing or designing an alternative, ask yourself:

   1. What should students be able to do, now and in the future, as a result of your course? Describe behaviors and skills, not just knowledge. For example: “Communicate scientific findings to the public” instead of “Understand science communication.”

   2. At what level should they perform? Do they need to memorize, apply, analyze, or create? Pick a format that makes students demonstrate these actions.

   3. In what context? Will they use books or the internet? Will they write, speak, or present visually? Model your assessment on real-life expectations.

2. Variations Within an Alternative: The Poster Session Example

1. One alternative assignment, like an academic poster, can focus on many skills:

   1. Summarizing: Students write headings and concise text.

   2. Visualizing: Use graphs, charts, or images.

   3. Persuasion: Emphasize design and clarity.

   4. Presenting: Provide an oral defense and respond to Q&A.

   5. Critical Thinking: Have students peer review each other’s posters.

2. Choose required elements based on the skills you want to see.

3. Alternatives to and Variations on Traditional Exams

1. Before Exams: Students create study aids (e.g. crib sheets, flashcards), which can count for part of their grade.

2. Open-Book or Option-Based Exams: Allow referential materials or question choices.

3. Staged or Multiple Exams: Replace one high-stakes test with several smaller ones.

4. Oral Follow-Ups: Have students verbally explain selected answers for depth.

5. Retakes: Permit students to redo sections for partial credit, focusing on improvement.

4. The 24-Hour Open Format

Give students a realistic, time-flexible, take-home assessment:

1. Assign tasks that mirror real-world tasks—case analyses, executive summaries, critiques, recommendations, or data reviews.

2. Ensure that performance can be partial—avoid all-or-nothing grading.

5. Creative and Applied Projects

1. Term Projects: Assigned earlier and scaffolded with milestones, encourage synthesis:

2. Written Work: Research papers, annotated bibliographies, executive summaries.

3. Media: Recorded presentations, websites, videos, performance, art or design projects.

4. Portfolios: Collections of work with reflective commentary.

5. “In Character” or Roleplay: Journal entries, legal briefs, debates, or simulated reports.

6. Cumulative & Reflective Assessment

1. Deepen learning by building on smaller tasks:

   1. Ongoing Entries: Blogs, vlogs, podcasts, reflection journals, or portfolios

   2. Final Reflection: Summative entry connecting course-long growth

   3. Direct Observation

      1. Some skills are best demonstrated live or via recording:

      2. Lab demonstrations, debates, performances

      3. Fieldwork, internship reviews, or real-world consultation

7. Criteria and Rubrics for Clarity

Alternative assessments often require clearer expectations:

1. Draft and pilot your criteria: Have a colleague review for loopholes.

2. Use rubric-based grading: Make sure students know what success looks like.

Instructor Planning Guide

1. Course Goals: What do I want students to be able to do by the end of the course?

2. Assessment Format: What assessment format best aligns with my goals?

3. Skills and Modalities: What key skills or modes of expression (e.g., writing, speaking, designing) will students use?

4. Scaffolding and Timeline: How will I break the assessment into manageable steps throughout the term?

5. Authenticity and Integrity: How will I confirm that student work is original and thoughtfully completed?

6. Rubrics and Clarity: Have I created a clear rubric of what success looks like?

7. Reflection: How will students reflect on their learning or process?

8. Canvas Setup: Is the assessment correctly entered and weighted in Canvas?

9. Accessibility: Have I considered different student needs for assessment design?

Instructor Checklist

• I have aligned the assessment with course goals and real-world skills.

• I have selected an assessment format that encourages authentic learning.

• I have scaffolded the assignment with checkpoints or drafts.

• I have created and shared a clear grading rubric.

• I have built in opportunities for student reflection.

• I have considered academic integrity and process verification.

• I have included self and/or peer evaluation (as appropriate).

• I have entered the assessment in Canvas with appropriate weight.

• I have reviewed DCE grading policies and confirmed deadlines.

Resource

Exam Types and Policies (Harvard DCE)