...indeed, or to one form of input. Therefore, teachers are challenged to include various forms of "output" as well as students demonstrate their learning. That is, the form is not the focus but the skill or knowledge demonstration. This does not sit well with those who might see themselves as "purists" and, I would suggest we haven't really worked out how to evaluate a lot of these demonstrations of learning effectively. Have you included some evaluative changes based on student demonstrations of learning?
