Abstract: Assessment in higher education provides an opportunity for instructors to assess student learning, provide student feedback, and give students the opportunity to practice a variety of skills. Fair, but creative, assessment activities can be difficult in an online learning environment. A pilot study was conducted to assess the use of student-generated multimedia projects as a method of assessment in three master’s level Health Information Management courses at a Texas higher education institution. Students generally agreed that the projects were a fair form of assessment that also had future benefit. Findings support and inform instructional design decisions. This paper is targeted to instructional designers and instructors in educational environments seeking to diversify assessment in their courses. Although the online environment is the focus of this paper, implications could be similarly applied to hybrid or face-to-face learning environments.