- Ask students to demonstrate understanding by performing a more complex task usually representative of more meaningful application in lieu of a typical a,b,c or d, true or false by simply selecting the right answer.
- Often ask students to analyze, synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well, instead of a simple recall or memorization of knowledge.
- Allow more student choice and construction in determining what is presented as evidence of proficiency. Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance.
- Offer more direct evidence of application and construction of knowledge.
- Ask to demonstrate proficiency by doing something.