One type of alternative literature assessment strategy involves the use of learning logs or book response journals. The learning log allows students to explore, within the context of a journal, their ideas on a variety of coursework materials. Students can use learning logs as a means of becoming comfortable with using the writing process as a tool for processing their own ideas as well as the material presented in textbooks and other learning resources. Book response journals have a more limited focus to literary coursework. However, the book response journal affords the student the opportunity to explore thematic content, to record suggestions for additional reading on similar topics or to suggest related learning activities and similar self-directed learning objectives.
Comparison charts afford students an opportunity to represent story characteristics graphically. Children can use comparison charts to map out both differences and similarities between two books or among several books. Checklists allow a teacher, and therefore the student, to break down a literary learning experience into individual component parts. A checklist for a book report or a speech might include such components as historical period, character names, theme and type or genre of the literary piece such as mystery or Western.
An alternative literature assessment method that can promote student engagement in the coursework involves student assessments. A teacher who wants to use this alternative literature assessment methodology can devise opportunities in the classroom both for her students to assess their own literary learning skills and for classmates to evaluate each other's progress. Teachers can further bolster peer assessment efforts with such activities as literary discussion sessions, demonstrations and team projects related to literary coursework.
Another way to help students become proactive in their literary learning efforts involves getting the students involved in setting learning goals for the class. Students might, for example, create a list of favorite types of literary styles from previous reading or favorite authors. If the class presents too many potential assignments to complete before the end of grade or the end of the term, then the teacher can have the class vote on the possible choices and then cover the most popular choices. The teacher can make assessments of the students’ understanding of previous material through their expression of choices and the reasons for those choices.