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Like many of our instructional endeavors over the past few years, the topic of this special issue arises in part out the COVID-19 pandemic. As we shifted our instruction in the fall of 2020 to various forms of remote learning—synchronous, asynchronous, hybrid, and HyFlex—there was significant concern about academic integrity for exams now being taken online. While many institutions tried to rapidly adopt and scale the use of online proctoring tools, there was a deeper movement to shift us away from the large-scale, objective testing that has been ubiquitous in our on-campus courses. Instead of patching up an imperfect system, why not introduce a new assessment paradigm that both addressed the immediate integrity concerns and encouraged more enriching approaches to learning and assessment? While we all explored different types of alternative assessments—more writing and application questions, smaller low-stakes assessments, and take-home and collaborative exams—the gold standard was authentic assessment.
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