  Traditional high-stakes summative assessments--timed, in-class exams
accounting for a large percentage of the term's overall grade--have often
received criticism from the educational community. Such assessments tend to
prize a particular "narrow bundle of skills", and have been shown in some
contexts to produce disparate outcomes between different demographic groups.
Alternative low-stakes assessments have shown potential to improve student
engagement and close demographic gaps. In this paper, we document our use of an
alternative form of assessment, in which students were asked to create and
solve a problem of their own design.
