ABSTRACT
Assessments should reflect our higher-order learning goals and promote evaluating beyond the base of knowledge that traditional assessments measure. Students will work in teams throughout their professional lives and our assessments should reflect this reality. Students’ success in their careers will depend on effective use of technology. They should use it during major assessments in the same way they will use it professionally. Leveraging the intellectual force-multipliers of software like computer algebra systems and data analysis and visualization packages, Discovery Learning Assessments (DLAs) can be based on real and complex data. DLAs are an educational experience consisting of five sequential components. The expectation of students for the read ahead component is that they take the time to make connections between course material and the information provided on the read ahead in preparation for the DLA.
