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If you ask teachers what they feel is most rewarding about their work, nearly all will say it’s the joy that comes when students “get it,” and when students are motivated to learn, enjoy learning, and find it a rewarding experience. When asked about which tasks are most disagreeable, grading usually ranks quite highly. Similarly, students generally rate engaging learning activities highly and, with a few exceptions, don’t relish taking exams. We typically use exams to assess student learning, and grades provide a means of recognizing specific levels of achievement or mastery. But can we effectively assess the diverse competencies and real-world skills that we want our students to develop with exams alone?  The Rangelands archives are made available by the Society for Range Management and the University of Arizona Libraries. Contact lbry-journals@email.arizona.edu for further information. Migrated from OJS platform March 2020