ABSTRACT
This chapter explores the challenges and opportunities associated with assessment when it comes to more risky forms of teaching and learning. Beginning with a critical analysis and history of grading and more traditional forms of assessment, the argument is put forth that our contemporary “culture of one right answer” ignores the productive value of uncertainty, failing, and iterative improvement. Several tools and methods for more “risky” forms of assessment in and out of the classroom are introduced and described along with specific examples and practical cases from a variety of higher education contexts to illustrate key points.
