Alternative Assessments
- Due No Due Date
- Points 0
- Submitting a text entry box, a media recording, or a file upload
Why Alternative Assessments?
In online learning, there are strategies and activities for assessment that differ from the face-to-face learning environment. Live online meetings may present barriers to students, and potentially lead to inequity in students’ learning experiences. For this reason, asynchronous alternatives to traditional synchronous strategies may provide the same demonstration of learning, but in a different form.
When considering these alternatives, it’s important to consider the purpose of the activity or assessment you wish to provide, along with the form that student-created artefacts should take. Alternative assessments still align with course learning objectives and create the opportunity for students to demonstrate their skills and abilities. These practices also engage students in activities that allow for creative expression, engagement with wider professional communities of practice, all while learning additional skills beyond the creation of a written document or presentation file.
It is important to consider that mandating a specific technology is not recommended. As all students have different preferences and confidence with technology tools, allowing students the option to create artefacts using tools they are familiar with, or wanting to explore is recommended.
Rubrics
There is a general rubric in this section that can be adapted universally to assessments. Each of the alternative assessment options also include a rubric that is more specific to the assignments and can be altered to meet the needs of your course and content.
Reference
University Affairs. (2021, March 8). A universal marking rubric. https://www.universityaffairs.ca/opinion/in-my-opinion/a-universal-marking-rubric/
Some Alternative Assessment Options
Click on the tabs below to view details on possible alternative assessments.
Infographics
The purpose of an infographic is not to display textual data in a large format, but to translate the information into a predominately visual mode; to tell a story visually. Infographics can be used in a variety of ways to assess student learning.
Concept Map/Mind Map
A concept map is a visual organization and representation of knowledge.
A concept map provides the opportunity to create a visual representation of learning and share with others to compare and contrast the elements.
Concept maps can help demonstrate core concepts in a class using keywords, and arrows to show the relationship between the ideas/content. Concept maps help students to explore a topic (birds eye view), and play with ideas. This kind of activity can be used to demonstrate the same learning outcomes as a face-to-face brainstorming activity.
Below is a short video showing how a concept map comes together.
University of Guelph, Library. (2017). How to Create a Concept Map. [YouTube, 2 mins]
Tools for Concept Mapping
Open Book Exam
An open book exam is an assessment tool where students are able to access class notes, textbooks, and other approved material while answering the exam questions. This kind of assessment targets student's understanding of a particular topic area/theory from course content.
Open book exams encourage higher-order thinking skills and can be built on problem-based scenarios, real-world cases, and require the application of class concepts to answer the question.
Considerations
Questions in open book exams should have students demonstrate their ability to apply, analyze, synthesize, compare/contrast or evaluate information. They test students on their ability to understand the “big picture” of the course and how course concepts work together.
- Case-based and problem-based questions encourage critical thinking and reasoning skills
- Questions must be clear and unambigous to limit student confusion
- Exam questions should encourage students to use and apply information from course notes and resources
- Remember to align questions with learning outcomes being assessed
Digital Story
Having students create a digital story as a summative assessment can be a great way to encourage creativity while reflecting on their own learning process over time. This kind of assessment draws on metacognitive approaches, while giving students the opportunity to demonstrate leadership/expertise in a topic area. Students can gather assessment submissions over the course of a term and reflect on each, demonstrating an understanding of their own learning progression through the course content.
Digital stories are an assessment tool to be used in place of a written research project. Students identify a topic of interest and engage in a small, informal research project, including the gathering of data, analysis and writing of results and discussion of implications.
Tools for Digital Stories
- Book Creator Links to an external site.
- LucidPress Links to an external site.
- Canva Links to an external site.
- ThingLink Links to an external site.
Pecha Kucha
A Pecha Kucha is a presentation form of 20 images for 20 seconds. Pecha Kucha (Japanese for “chit chat”) is a presentation style that involves the automatic movement of slides as the presenter is speaking. This format ensures that the speaker is concise, keeps the presentation moving, and gets through all of their content. The entire presentation lasts for exactly 6 minutes and 40 seconds.
Tools for Pecha Kucha
Rubric
Find Rubric
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Originality
Is the text (or project) original, discerning, interesting? Strive for creativity, novelty, critical thinking and interest to reader
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Style
Is the text proofread and ready-to-go (is the presentation or project polished)? Strive for good grammar and format (paragraphs and pagination) and careful visual presentation (20%)
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Clarity
Can I remember the main points after putting down the page (or after the presentation or pitch)? Strive for clear sentences, clear structure and good flow (20%).
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Argument
Am I convinced? Are the story and argument sound? Strive to be convincing and provide depth by showing your background work (20%).
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Relevance
Does the text fit the assignment and follow guidelines? Strive to be on topic and respect all guidelines, including length (20%).
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