Alternative Assessment Methods

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Alternative assessment methods offer ways for students to demonstrate their learning beyond traditional exams and papers. They can resemble real-world learning tasks more than traditional assessments by de-emphasizing student memorization abilities and developing students' ability to take ownership of their own learning. Learn more about alternative assessment methods below. 

 

Definition of Alternative Assessments

 identifies two major types of alternative assessment:

  1. Authentic assessment: Constructed to be consistent with what people do in situations that occur naturally outside the classroom
    • Examples: Case studies, service-learning projects, developing a care/action/marketing plan, troubleshooting problematic code, and design challenges or prototypes
  2. Performance assessment: Students are required to demonstrate a skill or proficiency by creating, producing, or doing something
    • Examples: ePortfolios, demonstrations, exhibitions, presentations, written compositions, and videos

There are several examples that can be considered both, depending on the context and how it is implemented. For example, peer review of learning can be considered both authentic and performance assessment. It can be seen as authentic because it simulates real-world scenarios where individuals evaluate each other's work, and it can be seen as a performance assessment because it requires students to demonstrate their ability to provide constructive feedback and evaluate learning. Other examples include reflective journaling and ePortfolios. 

Using Alternative Assessments

By integrating alternative assessment methods, faculty can create a richer, more supportive, and effective student learning environment. Here are some reasons why: 

  • Deeper insight into student learning: Alternative assessments – such as reflective writing, concept maps, peer reviews, or problem-based tasks – reveal how students think, apply knowledge, and develop skills (not just what they can remember)
  • Enhanced student engagement: These methods often feel more relevant and interactive, helping students be more engaged with their learning
  • Broader representation of student abilities: Traditional exams may not accurately reflect the abilities of all learners. Alternative assessments accommodate students with different learning styles and backgrounds and allow them to demonstrate their learning better
  • Ongoing feedback: Many alternative assessments are formative – providing real-time feedback that faculty can use to adjust instruction and students can use to improve learning
  • Skill development: They encourage higher-order thinking, collaboration, communication, and self-assessment – skills essential beyond the classroom
  • Improved instructional decision-making: Faculty gain a more nuanced picture of student progress, helping them tailor support and refine teaching approaches effectively

Considerations

Alternative assessments have many benefits, but some methods may not be suited to your teaching subject or course modality. When choosing an alternative assessment method, consider these factors in your decision:

  • Type of assessment: The assessment used to evaluate student achievement needs to be matched with its purpose. The assessment option that provides the best evidence should be the one that is implemented ().
  • Challenges: While alternative assessments can offer richer insights into student capabilities and foster greater integration between instruction and evaluation, they may also present challenges
    • Time-intensive: Developing, administering, and grading alternative assessments can require more time than traditional tests
    • Subjective grading: Without clear rubrics or criteria, evaluating open-ended or creative work can lead to inconsistent grading
    • Scalability issues: May be difficult to implement in large classes without adequate support or resources
    • Student resistance or unfamiliarity: Some students may be uncomfortable or confused by less structured, non-traditional formats
    • Instructor preparation: Faculty may need training or support to design effective alternative assessments and assess them fairly.

If you need help, don't hesitate to reach out to us at uaa_cafe@alaska.edu. We also offer programming on alternative assessments, which you can find out about through our newsletter. 

Summary 

  • Alternative assessment methods provide students with opportunities to demonstrate learning beyond traditional exams and papers by emphasizing real-world application, critical thinking, and student ownership of learning
  • distinguishes between authentic assessments, which mirror tasks outside the classroom (e.g., case studies, service-learning, design challenges), and performance assessments, which require students to demonstrate skills through tangible outputs (e.g., presentations, portfolios, videos)
  • Many tools, like peer review and reflective journaling, can serve as both, depending on context
  • These methods enhance student engagement, offer deeper insights into learning, and promote skill development
  • They come with challenges, such as increased time demands, potential for subjective grading, difficulty scaling in large classes, and the need for faculty training
  • Choosing the right assessment depends on the intended learning outcomes and the type of evidence needed to evaluate student achievement
  • For further exploration, provides insights into rethinking traditional assessment practices

Resources

To learn more about alternative classroom assessment methods and how others have tried using them in their classrooms, see the additional resources below:

  • by Kohn and Blum (2020) 
  • , (Indiana University Bloomington): General guide about different ways to assess student learning.
  • , Elizabeth Mulvahill (We are Teachers): More ideas on how to check for understanding.
  • , Natalie Parker, Texas Wesleyan University: Research study showing that repeated testing is an effective way for students to learn and recall material.
  • , Thomas Tobin: Article on academic integrity that suggests offering students options, voices and choices.
  • by Jesse Stommel
  • by Susan D. Blum 
  • A guide to alternative grading practices that promote authentic learning and student engagement in higher education by David Clark and Robert Talbert (on reserve for CAFE at the UAA/APU Consortium Library)
  • Restoring rigor, motivating students, saving time, and developing career competencies 2nd edition by Linda B. Nilson and Joseph A. Packowski (on reserve for CAFE at the UAA/APU Consortium Library)

 

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