Have you ever wanted to toss your tests into the recycle bin? Us, too.
While traditional assessments yield data that speaks to learner progress, non-traditional assessments provide the evaluative data you need while also inspiring creativity, achieving relevance, minimizing cheating and plagiarism, and actively supporting student engagement and learning- in any setting. For example, a combination of objective low-stakes quiz questions, and a discussion board forum (non-traditional assessments), can meet the same course learning objectives you might measure through a traditional exam; you’re simply taking a different path to reach the same destination.
Miyagawa and Perdue (2020) reflected on the pandemic-driven transition to online and remote teaching, identifying a trend of shifting from traditional means of assessment toward non-traditional methods. Their study provided valuable insight and identified some benefits of implementing non-traditional assessments:
A number of instructors reported reducing or eliminating quizzes and exams [traditional assessments], and instead creating more group projects and oral [non-traditional] assessments for measuring learning outcomes. The instructors developed more opportunities to check in with their students in one-on-one meetings and found that was productive both for building community and for gauging the students’ learning. (para. 11)
There are more benefits of non-traditional assessments, particularly when implemented in multi-modal environments. Non-traditional assessments allow students more time to think, research, and communicate their learning while also providing you an opportunity to design assessments that relate to students’ learning and life experiences, as opposed to crafting test questions. Additionally, the potential for learning that accompanies student-student collaboration during an assessment (a relatively simple non-traditional twist on the standard assignment, for example) is compelling.
Teaching in multi-modal settings can offer flexibility for yourself and your students, yet, it can certainly be overwhelming, especially without assessments that authentically measure student learning and transfer seamlessly across modalities. However, designing alternate, non-traditional assessment opportunities for your course is manageable and time well spent, especially if you partner with the Office of Curriculum and Instructional Support. Together, we will assist in developing detailed requirements and expectations and rubrics. Contact us at cis@cmich.edu for assistance today!
Reference
Miyagawa, S. & Perdue, M. (2020). A renewed focus on the practice of teaching. Inside Higher Ed. https://www.insidehighered.com/advice/2020/11/11/switching-online-teaching-during-pandemic-may-fundamentally-change-how-faculty
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