Effective assessment of student learning is challenging for several reasons. Not only do learning assessments usually crowd out instructional time, but it can be difficult to assess higher-order cognitive aspects of student learning. In this commentary, I present a method for assessing student learning through the use of a digital grading platform that addresses both of these issues. I discuss a case study where this method was implemented and utilized to inform course design, and I argue that digital grading platforms expand instructors’ options for student learning assessments.
