For the introductory statistics course I will teach online next summer, I am planning to use assessment strategies similar to CATs. Our department has general curriculum requirements for students from across majors that need to apply statistics. These departments have provided, through the curriculum requirements, our guidelines to assess students’ performance.  At the beginning of the course, I give a succinct but thorough introduction to the course in the syllabus and state clear learning outcomes and expectations. Many types of assignments will be required of the students. For instance, clicker questions,  lecture homework,  lab quizzes, lab homework, and projects will all be assigned at  various times throughout the course. Clicker questions are used to assess whether students understand concepts and applications immediately and motivate interactions in the classroom. Lecture homework and lab homework are necessary for students since, as it is said, practice makes perfect. The projects are good opportunities for students to combine and apply all the materials in the course to real research questions; additionally, it aids in augmenting the students’ writing and communication abilities. Also, these projects will be of benefit for students in diverse majors. Numerical rubrics are provided for students for all assignments. And, of course, we have in class exams for students in statistics. The exams are a traditional and necessary form of assessment in a statistics based class, and also an unfortunate source of high stress for the students. To improve the students’ ability to demonstrate what they know, we make the expectations, assignments, and exams clear.