Quality assessment is a critical part of any course. Creating the right assessments can be challenging. Questions regarding authenticity, timing, and number of assessments continue to be part of an ongoing dialogue within higher education (Gikandi, 2011; Villarroel et al. 2018). A good individual assessment balances student and faculty effort, academic integrity, and learning outcomes.  

In this resource, we provide a variety of tools and strategies addressing good assessment design. Resources are divided into four categories of best practice: exams, papers, creative assessments, and creative grading alternatives.  

We will highlight examples from different universities AND would love to include examples from UVU faculty who are engaging in these alternative grading strategies. Reach out to Seth Gurell if you would like to share your examples or are interested in implementing any of these practices. 

Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & education, 57(4), 2333-2351.  

Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854.