Given the nature of the courses I teach, I tend to use authentic projects for assessment purposes. However, because of recent conversations with students, I’ve been reconsidering my avoidance of quizzes and exams. What I have heard from students is that quizzes and exams help them gauge their acquisition and comprehension of content, which can be very helpful for formative reasons in advance of project work. These conversations spurred me to reexamine my past uses of quizzes and exams, and explore different ways of structuring quizzes and exams for formative and summative assessment needs. Philosophically, I am more interested in…
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