In an effort to broaden students experiences with alternative assessments, we have actively pursued a more balanced assessment model. We have integrated traditional, state-mandated assessments, with formative, adaptive, growth-based, task-based, and performance assessments.
One example of this shift is the use of end-of-course projects. Sixty-two percent of students who completed an end-of-course project, in lieu of an exam, found the experience to be a valuable learning experience. Many of the students commented about the level of rigor necessary for success, the challenge of crossing multiple subjects within the course, and preferring an assignment they could work on over time rather than taking a single assessment.