Alternative Assessment in Flipped Classrooms: What Works and What Doesn’t in Its Implementation

Purpose – This study critically reviews the literature from 2019 to 2024, specifically examining the post-pandemic trends in the use of alternative assessments within flipped classroom settings. The aim is to deliver evidence-based recommendations to educators, researchers, and policymakers who wish to effectively integrate alternative assessments in mainstream instructional practices to promote student learning and advance classroom-based assessment practices.
Design/methodology/approach – The review synthesizes findings from over 40 peer-reviewed studies published between 2019 and 2024. Studies were collated via a comprehensive search of ERIC, Scopus, and Web of Science databases using keywords related to flipped classrooms and alternative assessment. Studies focusing solely on traditional assessment methods or those not implemented in a flipped classroom context were excluded. The review identifies challenges and strategies for the successful implementation of alternative assessments in flipped classrooms.
Findings – The reviewed literature consistently identifies challenges, such as increased teacher workload associated with creating new assessment materials and providing individualized feedback, the need for sufficient professional development to design and use alternative assessments, and rigidity in the curriculum limiting the space for authentic assessment tasks. To address these, the review unveils effective approaches, such as the strategic use of technology to facilitate assessment processes (e.g., engineering automated feedback tools or online portfolio platforms), the emergence of collaborative assessment models incorporating peer and self-assessment, and the alignment of alternative assessments with learning objectives and curricular standards. It also shows how school-based policies at all levels and support systems can positively impact teacher implementation and sustained use by providing dedicated time for assessment design and technical assistance.
Originality/value/implications – Through a critical evaluation of state-of-the-art research, this paper can offer invaluable insights into the emerging post-pandemic trends in educational assessment within flipped learning environments. It highlights gaps in the existing literature about the long-term impact of alternative assessments on students’ learning outcomes and the effectiveness of various professional development models and provides recommendations for future research and practice. This review further provides pedagogical implications for how alternative assessments can be implemented in flipped classrooms alongside regular curricula and offers actionable recommendations to educators, decision-makers in education, and researchers on higher education who aspire to promote student learning and advance classroom-based assessment practices.