The above link shows a lesson plan in which the students have to get into groups, and each student must draw a biochemical pathway. Then, the group compiles their ideas into one big drawing. One person from the group presents the final drawing. By the end, the students need to be able to answer critical thinking questions about the biochemical pathway. By forcing the students to answer critical thinking questions, you are forcing them to think on a higher level than a typical multiple choice test. Since there are no answers provided, the student must comprehend the biochemical pathway and not just recognize the correct answer. Plus, this lesson allows for an alternative method of testing and teaching which is usually more enjoyable to the students. The drawing will clearly show the students' hard work while the explanation shows their true understanding of the subject.
This is a really neat assessment in which the students create a constellation and, together, make a planetarium-like structure. The teacher then uses this planetarium to test the students on their knowledge of the constellations. This way students can be tested on the location of the constellations and about any relevant facts related to the constellations in a less stressful environment. Achievement and understanding can be measured through the answers the students provide and the participation in the class discussion.
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