Based on methods suggested by the Association for Gerontology in Higher Education, the following methods of student assessment are applied across the Gerontology curriculum:

• Case study problem solving that requires finding evidence to support answers and resolutions.
• Class participation – Active monitoring, feedback, and assessment focused on the frequency, consistency, and quality of student participation during online discussion.
• Papers/reports – Student-generated written work that is an integral part of the learning process or is the final documentation of learning, including research papers, capstone projects, and final papers.
• Project review/feedback – Utilization of a predetermined set of values/criteria to evaluate and provide effective suggestions/recommendations for improvement.
• Student feedback on teaching methods/instructors – Any standardized, formal or informal, feedback from students about the learning effectiveness of teaching methods and instructors of a course.
• Strategic/consulting/development projects – Students actively engage in completing an actual project for a healthcare organization, or alternatively, students complete a project assignment that simulates a realistic/strategic project for a healthcare organization.
• Student effectiveness assessment – Criterion-based feedback of student discussion postings.
• Literature reviews on topics relevant to gerontology, and literature reviews on evidence-based interventions used in a variety of healthcare professionals’ practices.  
• Discussions online that promote interprofessional education in healthcare.