Constructing an Assessment Pyramid in Introductory Physics

Alternative grading systems can increase student engagement with instructor feedback, making homework and exams more useful for learning. But does an introductory course structure necessarily need to be designed with traditional homework and exams? I will discuss how key features of alternative grading systems--such as growth-oriented feedback and reassessment without penalty--enabled a reimagination of how to design and schedule formative and summative assessments. In the grading system for a recent undergraduate introductory mechanics course, three categories of assessments were structured into a hierarchy pyramid, where students earning A grades at the end of the course had demonstrated proficiency in more complex tasks than students earning C grades at the end of the course.