The paper investigates the potential of utilizing artistic creation as an alternative task for assessing students in a non-artistic course within higher education. Eighteen postgraduate students of the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens, Greece, after attending a six-hour course in the subject of Psychopedagogy, were assessed by creating a drawing in which they depicted the concept of empathy as they understood it through the lesson. Then, they composed a reflective text about the creation of their artwork. Both the drawings and the reflective texts produced by the students were analyzed using the method of content analysis with criteria based on Gale and Bond's Assessment Framework (2007). The results of the study showed that the creation of artistic work by the students offers rich data about their knowledge, skills, and attitudes, and reveals aspects of learning that would not be highlighted with conventional assessment techniques. Furthermore, it promotes the critical transfer of learning to real-life contexts. The study proposes the implementation of artistic creation as an alternative assessment technique in non-art courses in higher education.