During practicum I evolved my assessment strategies to be higher order to fit with the inquiry based teaching approach. In the beginning I attempted some of my old assessment forms including a diagnostic jeopardy game and a multiple choice quiz. These were very superficial and did not measure more than the recall ability of my students.
Over time I developed assessments which were more about explaining and evaluating.
By the end of practicum I was setting tasks which were challenging students to make wind turbines more efficient. This last form of assessment was very engaging for students and tested a very wide range of skills and understandings. It involved higher order thinking skills such as creating wind turbines which is the highest run in the Blooms taxonomy triangle.