As a kid, I actually didn’t mind tests. I was one of those kids that thrived under a time limit, crammed well, and was able to regurgitate information then immediately forget it. Looking back, I can see that my test-taking skills haven’t helped me much in my day-to-day life. When I started teaching, I knew I wanted to avoid tests as much as possible because I wanted a more authentic view of student learning. These four strategies have been my main modes of summative assessment.