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As far as rules and regulations

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We have to make decisions on how strict we are just as we do in the classroom.

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If the smaller pieces are separate to the larger piece it is likely that they will need to be graded.

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Think about interrelationships between assessments - smaller developing skills that will enable the larger.

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Could be used for feedback, or for student group presentations with live feedback from peers and faculty.

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Emphasis on the learning outcomes help to focus on learning.

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Are the smaller, earlier tasks not graded, but only the final piece?

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Design how to assess the students to demonstrate the outcomes. Think, e.g. a marketing plan - this can be broken down into shorter tasks leading to one larger piece.

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Potentially, two smaller and one major piece per course

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Will be used for grading in order to create transparency and parity

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Assessment that measures our impact on them.

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Forget 'assessment', think 'activity'.

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Smaller chunks of assessment

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Assessment spread across 7 weeks