Between Assessment and Creation: An Account of an Experience Where Health Science Students Chose How They Would Be Evaluated in the Biochemistry Course

Abstract

This report describes the implementation of an alternative assessment approach in the Biochemistry II course for health sciences programs, allowing students to choose the format for presenting what they had learned. This assessment method offered an optional alternative to the traditional theoretical exam, replacing it with original student-created projects—such as games, videos, *cordel* poetry, podcasts, and parodies—accompanied by a video explaining the methodological rationale. The process was guided by a previously provided rubric containing clear assessment criteria. Throughout the semester, students demonstrated active participation in developing these materials, engaging in progressive content review and adapting their language for diverse audiences. The activity required conceptual organization, the communication of biochemical knowledge, and the application of course content within varied cultural and educational contexts. Results indicated increased student engagement and a broadening of academic expression formats without compromising conceptual rigor. The experience suggests that diversifying assessment formats can help integrate assessment and learning, fostering active student participation and more effective communication of scientific knowledge in higher education.