Analytic Memos - This is a simulation exercise. Students create a one- or two-page analysis of a specific problem, directing the memo to a fictional person such as an employer or client.

Annotated Portfolios — Student submit samples of their work along with a description and commentary on the significance of the samples. Portfolio could be presented on video or audiotape. Creating a theme for the samples is also helpful. This is especially useful for vocational or creative classroom studies.

Audio- and Videotaped Protocols — This technique can be used for problem solving in any area where performance is part of the assessment. Students are recorded working through problems and teachers and students can go over the performance together. Make sure to figure out in advance criteria that describe a successful performance and share the criteria with the students.

Concept Maps — This is a drawing showing connections between major concepts the instructor has focused on. This is useful for any course that requires conceptual learning. Start by selecting a concept as the starting point for the map. Think of the map as a web, a geographical map or a wheel. Write down a list of secondary topics and connect them to the main concept. Finish by adding or connecting additional associations between secondary topics.

Content, Form, and Function Outlines — This technique is also called the "What, How, and Why Outlines". Students use this format to analyze a type of media such as an article, ad, commercial or film. This is a good technique for courses focusing on written materials. Choose a media item that contains important content. You may want to prepare a sample outline for the students to follow, using another sample media. Students will use your format to create an outline of their own.

Course-Related Self-Confidence Surveys — Students are told to assess their own confidence in the skills or material. This can help teachers to define areas of continued practice and focus. Teachers will need to create the survey. Focus on skills or information that is important to the success of the course.

Directed Paraphrasing — This technique is useful for translating highly specialized information into language that normal customers and clients can understand. Students need to be able to explain concepts to others not familiar with the material. Direct the students to prepare a paraphrase of a chosen topic. Select one or two audiences that the student will speak to. Try practicing this technique yourself before setting time, and length parameters for students.

Documented Problem Solutions — Students keep track of steps taken to solve a problem. This is useful for any area where there are structured steps to solve issues. Pick two or three problems for the student to analyze. One can be used as a classroom example. Brainstorm solving the problem and write down all of the steps taken to get to the solution. It is more important to get the students to explain how they solved the problem then to list the correct answers.

Double-Entry Journals — Students begin by noting ideas and arguments found in their assigned reading or research. Next, they respond to these ideas and explain their personal significance.

Focused Listing — Students’ attention is focused on a single important concept. List can be used before, during or after learning. Select a topic; write that topic at the top of a sheet of paper. Set a time limit. List should contain five to ten items.

Human Tableau — Students create living scenes to demonstrate what they know. This will benefit students who learning more effectively through movement and action. This is usual done as a group assessment. Make sure that time is allowed to view and assess performances. Also, create performance criteria that will define a successful performance and share them with the students.

Invented Dialogues — Students create a conversation by inventing quotes that match the situation or problem. Select a topic or issue that generates dialog. A handout showing students examples, time and length guidelines would be helpful. Let students know how much of the dialog can be invented vs. quotes obtained from reference materials.

Process Analysis — Students are told to focus on how they do their academic work. Students keep records of the actual steps taken to complete assignments. Records can be used to give students feedback on any problems in their working methods. This is especially useful for students trying to master a skill.

Productive Study-Time Logs — Students keep records on how much time is spent doing work for a class. They can also track where they work and how productive the time spent turned out to be. This is especially helpful for class situations where students have complained about the amount of work required to complete class assignments. It will be helpful for the students to give them a sample log sheet that they can use to enter information.

Profiles of Admirable Individuals — Students create a profile of an individual whom they admire and works in a field related to the course. This will help students to define best practices in that field of study. Try this technique yourself first, and use your experience to define criteria for the students.

Project Prospectus — This is a brief, structured first-draft plan for a term project. This will assess students’ ability to synthesize what they have already learned and plan their own learning topics. Students will benefit from this technique by receiving feedback before work on the project begins. Prospectus should include items such as: proposed title, purpose, major questions project will answer, work calendar, proposed table of contents or sections, resources and concerns.

Pro and Con Grid — This grid will give an overview of cost vs. benefits or advantages vs. disadvantages of an issue. It can help students to analyze the results of different problem solutions. Focus on an issue or decision that has learning implications for the student. Create a question or a prompt that will generate points of difference. Give students guidelines on how many are needed and how complete the thoughts should be.

Student-Generated Test Questions — Ask students to prepare test questions and answers for a proposed exam. Teachers will see what students consider to be important concepts and what content is most memorable. It can also help to set students expectations for upcoming tests. Allow for feedback to students on the fairness and accuracy of the test questions. Students will want to know how closely their exams parallel the course assessment.