In the minor on Well-being at the UT, developing skills like psychological awareness, self-reflection, and emotional intelligence is essential. Through methods like reflective writing, experiential learning, and collaborative projects, students engage deeply with concepts of well-being, applying them to their own experiences and real-world scenarios. Ed de Bruin, assistant professor at the University of Twente, shares insights on how alternative assessments—like case studies, annotated bibliographies, and reflection assignments—offer a more holistic evaluation of students’ understanding. By emphasizing personal growth and practical application, these assessments foster a deeper connection to the subject, better preparing students for their future.
Can you provide specific examples of alternative assessments you implement in the Wellbeing minor?
In the Wellbeing minor, we use several alternative assessments to engage students more deeply and help them apply what they learn to real-life situations:
Theoretical Component:
- Case Presentations: After each guest lecture, we ask students to prepare and present a case related to the topic discussed. This encourages them to actively apply theoretical concepts and lead classroom discussions, fostering both critical thinking and public speaking skills.
- Mini Essays: Students write short essays on key topics covered in the lectures. This helps them to consolidate their understanding and critically engage with the content from different perspectives.
Practical Component:
- Annotated Bibliographies: Students conduct systematic literature searches and create annotated bibliographies, summarizing and evaluating each source's relevance to their projects. This helps them develop strong research skills and connect academic knowledge to practical solutions.
- Memorandums: Instead of traditional reports, we have students write memorandums, which are common in real-world professional settings. This prepares them for future roles where concise, actionable advice is needed, building their written communication skills in a practical context.
- Poster Presentations: Students also present their proposed solutions to well-being challenges through posters. These are assessed by both course instructors and external experts, encouraging them to think creatively and effectively communicate their ideas visually.
Experiential Component:
- Reflective Assignments: We use reflective writing to focus on personal growth, asking students to think critically about their experiences with mindfulness, autobiographical writing, and other experiential learning activities. This type of assessment goes beyond testing knowledge and emphasizes self-awareness and development. These assignments are pass/fail based on participation and depth of reflection.
How do alternative assessments align with the goals and objectives of your course? Is student learning reinforced as compared to being assessed with traditional methods?
Alternative assessments align well with educational goals for the Wellbeing minor because they go beyond memorization and focus on applying knowledge, personal growth, and critical thinking. Traditional methods like multiple-choice tests measure recall, but in a well-being course, it's vital to assess how students use this knowledge in real-life contexts and how it impacts their development.
For instance, tasks like case presentations and writing memorandums require students to engage deeply with the material, consider different perspectives, and communicate effectively—skills directly applicable in real-world settings. Reflective assignments also reinforce learning by encouraging students to connect their experiences, such as mindfulness or autobiographical writing, to their personal growth and professional development. These alternative assessments provide a more comprehensive view of student learning, capturing not just what they know, but how they apply it and grow from it. They help create a more meaningful learning experience that traditional methods often miss.
What are the challenges of implementing alternative forms of assessment and are these challenges the reason why we still consider it alternative ?
One of the main challenges of implementing alternative forms of assessment is the lack of familiarity and experience with these methods. Many educators stick to traditional assessments because they know they work and are straightforward to implement, especially in large courses with many students. There’s a certain risk involved with trying something new; if it doesn’t work well, it can create significant issues, particularly when dealing with large student groups.
Another challenge is the time and creativity required to develop these assessments. You need to have an open mind and be willing to invest the time to explore different possibilities. This process often happens in your own time, which can be a barrier given how busy educators already are. Additionally, there’s a lack of awareness of the potential benefits these methods offer, which can make them seem daunting or risky.
I don’t think these challenges should prevent us from trying alternative assessments, but they do contribute to why they are still considered ‘alternative.’ The term ‘alternative’ suggests that they are not the norm, mainly because many educators may not yet see the full value or have the support needed to implement them effectively. It requires passion, support, and sometimes collaboration with educational specialists to shift away from traditional methods and to build confidence in using these more innovative approaches."
What tools, resources, and technologies do you use to design, facilitate, and manage your alternative assessments? What sort of rubrics or criteria do you use ?
For the wellbeing minor, I use tools and resources that align assessments with our learning goals. I create rubrics for each component—practical, theoretical, and experiential—that clearly outline expectations. In the practical component, assessments like the annotated bibliography and memorandum have specific rubrics, while the experiential tasks, like autobiographical writing, are assessed more on the depth of engagement rather than just the content quality.
I also use the TIIM app for experience sampling, allowing students to measure their wellbeing over time and analyze the data to understand psychological research methods. This hands-on approach helps them connect theory with practice. Rubrics are shared on Canvas to ensure students know what is expected. Peer assessment is also a key part, with students evaluating each other’s work through poster presentations and collaborative projects. The focus is less on rote knowledge and more on understanding and applying what they learn.
What advice would you give to educators who are considering transitioning to alternative assessment methods?
My advice to educators considering alternative assessment methods is to collaborate with educational specialists who can offer fresh perspectives and concrete ideas. Don’t try to do it all on your own—engage with colleagues who have experience in alternative assessments. This collaboration can help you understand the possibilities and ensure the assessments are valid and aligned with your learning goals. Start small, be open to feedback, and be prepared to iterate on your methods. It’s about finding what works best for your students and the learning outcomes you want to achieve.
