Although I wrote my last thought about creating unique tests per student and discussed how to harness the computer for automatic grading purposes, I firmly believe that those types of assessments are only valuable as formative learning moments when students need to understand basic facts prior to creating higher level thinking assignments or prior to moving to the next level of understanding. The real observation of a student’s growth is in the project, written response, presentation, and long answer question, and this is why it is so vital to make unique prompts to promote individual responses and not easily copied responses.
Students are going to use the Internet, your textbook, its resources and links, friends, and the library’s resources to search for ideas when they are writing responses so your prompts need to be unique, clear, and scaffold. For example, I know of a history teacher that writes prompts that put the learner in a time period and place, and he requires the learner to write from the perspective of a normal person during that time period. I also know of a communications instructor who actually makes students go out into the public with their project and communicate to live audiences. Both of these projects include clear rubrics to help the learner reach the desired goals of the instructor.
As for math and sciences, I have seen teachers ask students to teach a math problem, and I have watched very interesting descriptions of “my life as a cell”. Once again projects are written that force unique perspectives from the student with clearly written rubric guidelines for the desired outcomes. These projects, hence, are difficult to copy.
Many instructors who are new to this type of project creation are concerned about grading. This is why you must create a rubric for the desired outcome and tailor the project clearly with scaffolding. Once you create the first one, you will see how easy it is to change the rubric slightly and the project scaffolding slightly from term to term to continue to get unique project submissions. In conclusion, these projects not only force unique responses, they require a generation to think, to express, to present, to support with fact, and to discern the material. Isn’t that what we need in today’s world?