This descriptive study examines online assessment strategies employed by preservice teacher candidates when creating thematic learning experiences in online teaching environments. Using the learning management system Moodle as part of their innovative training, this review of a sample of 395 candidate-created instructional units across all grades and most subject areas examines their use of a variety of assessment instruments to gather both formative and summative data. The large data set allowed the researcher to infer the teacher candidates' understanding of the value of different assessment types and their use in an assessment strategy for the unit. Learning management systems have many built-in affordances, including the ability for teachers to make quizzes, host discussion forums, use concept mapping, and facilitate collaborative projects using multimedia as well as text. In this study, the majority of students cautiously made use of more traditional tools such as quizzes and reports without taking full advantage of the power and potential of collaborative and creative potential in the development of authentic assessments. Analysis of these data showed that teacher candidates at the upper elementary level and in subjects like Science and Language Arts made far greater use of open-ended summative assessment activities than did other subgroupings.