Across courses of varying formats, class sizes, and disciplines, there are numerous reasonable alternatives to traditional assessments such as paper-based or multiple-choice exams. In many cases, these alternative forms of assessment not only meet course learning objectives but may also better support student learning by providing more authentic opportunities for students to demonstrate their understanding.
Types of Alternative Assessment
The following are summative and formative assessments that can be used in lieu of or in addition to traditional exams:
Paper instead of test
A written paper is a common and effective alternative to a traditional exam and can be designed to assess the same core learning outcomes. When thoughtfully aligned with course objectives, a paper allows students to demonstrate higher-order thinking skills such as analysis, synthesis, and evaluation, rather than relying on recall alone. To function as a meaningful assessment, the assignment should be integral to the course and structured to require engagement with course concepts, theories, or evidence. Clear expectations, guiding prompts, and documentation of sources or drafts can further support academic integrity and ensure that the paper provides an authentic measure of student learning.
Memorandum or briefing
Students prepare a 1-2 page memorandum or briefing organized around clearly defined sections, such as background, problem statement, possible solutions (including pros and cons), and a final recommendation. Additional sections such as implications, potential impact, or implementation considerations, may be included as appropriate. In addition to requiring students to synthesize course material, this format provides valuable practice in concise, direct, and audience-focused writing, skills that are essential in many professional and academic contexts.
Professional presentation
Students may create audiovisual presentations using a variety of tools, such as PowerPoint, Google Slides, Canva, or other multimedia platforms. Instructors should design presentation assignments that pose higher-order questions and require students to apply essential course concepts to relevant problems. This approach encourages students to move beyond assigned readings and lectures by engaging in independent research and identifying credible sources to support their work. Presentations can be delivered effectively in both in-person and online learning environments.
Annotated anthology or bibliography
This project gives students meaningful choice in selecting texts or sources while assessing higher-order skills such as evaluating credibility, comparing multiple perspectives, and articulating clear rationales for their selections. By requiring students to contextualize and annotate each entry, the assignment emphasizes critical judgment, synthesis, and thoughtful engagement with course themes rather than simple compilation.
Fact sheet
Students create a one-page fact sheet on a topic. Students must select relevant facts and explain them clearly and concisely.
Peer- and self-review activity
These allow for personal reflection on learning and peer-to-peer instruction, both of which reinforce and deepen understanding. Providing students with instruction on how to give constructive feedback, along with targeted rubrics that clearly delineate expectations for their work, greatly supports this process.
Portfolio
A student-selected portfolio or E-portfolio of work from the semester. Students compile their best or representative work from the semester, writing a critical introduction to the portfolio and a brief introduction to each piece.
Reflective paper or video
Reflective assignments can serve as effective alternatives to traditional assessments. Students may be asked to demonstrate their learning through either a written reflective paper or an optional video reflection, in which they analyze their experiences, learning processes, or academic work. Whether reflecting on hands-on experiences (e.g., student teaching, clinical placements, or performance-based activities) or on more traditional coursework (such as a research or term paper), the critical expectation is that students explicitly connect their reflections to relevant course theories, concepts, or themes. Framing the reflection in this way ensures the work moves beyond personal narrative and instead demonstrates critical thinking, synthesis, and deeper intellectual engagement with course content.
Student-proposed project
Students, at a predetermined point in the class and with specific conditions tied to it to ensure it will represent their learning as related to the course goals, may have the option of suggesting a course project that they would like to undertake.
Connect
Additional Resources
The following resources were consulted in the construction of this guide and can be referenced for deeper exploration.
- University of North Carolina, Charlotte – Alternative Assessment
- UC Berkeley – Alternatives to Traditional Testing