Resources for selecting, designing, and administering assessments in a remote learning
The following presentation provides an overview of these resources. Each video is
20 minutes or less. The full presentation with additional resources in the notes is
also available here for download. After viewing this series, we hope you will:
Reflect on your options for assessing students in your courses,
Consider alternatives to remotely proctored tests, where appropriate,
Understand the resources available to you for testing and alternative assessments
in D2L and other instructional technologies, and
Know the current options and procedures for remote proctoring at APSU.
Video 1 - Selecting Assessments in the Remote Learning Environment
Video 2 - Alternative Assessments
Video 3 - Online Testing Resources
Download the presentation file to review the slides and access links.
Open-book tests allow students to use course materials and other resources during
the test. Open-book tests often include questions that require interpretation, application,
or critical thinking.
Considerations When Selecting to Give an Open-Book Test
Questions should be as clear and unambiguous as possible. This can be tricky since
these types of questions can be more subjective.
Open-ended questions may require more grading time. A mix of multiple choice, open-ended,
and other question formats may be best for open book exams. Open-book tests typically
have less questions then closed-book tests.
Exam wrappers (or assignment wrappers) give students a chance to reflect on how they
plan for, study for, and complete an exam or assignment. These short reflective exercises
can give instructors insights into how students study, where they struggle or succeed
in preparing for or completing an exam or assignment.
Exam/assignment wrappers are typically a low-stakes accompaniment to a test or major
assignment. It is recommended, though, that you make them required and/or make them
worth a few points, even if for extra credit, to incentivize students to complete
them and take them seriously.
Utilizing case studies for assessment can give students a chance to demonstrate their
learning in a course by analyzing a scenario (real or imagined) and applying knowledge
and skills to describe, define, evaluate, predict, or solve issues present in the
Case studies can be used for a stand-alone assessment, wherein students write or present
their analysis, individually or in groups. Or, a case study could be the basis of
one or more questions in an exam.
Many disciplines, like business and education, regularly use case study teaching.
However, this method could be used in many different disciplines.
Problem-based learning (PBL) allows students to demonstrate their learning by applying
knowledge in specific context to solve a problem. PBL is often designed as a collaborative
learning experience, with students working in teams. However, it can be designed as
an individual assessment. Problem-based questions can also form the basis of an exam.
Distance Education provides online proctoring options for APSU faculty and students
as this functionality is widely used in the online teaching and learning arena to
help improve academic integrity and identity verification. Additionally, student
use through this contract ensures they do not pay any additional costs for proctored
exams. At this time, APSU does not have a policy that requires the use of proctored
exams in online courses. Use of the tool is based solely on faculty preference and
their determination of the best assessment type and necessary security level to determine
individual student achievement of learning objectives. If they choose to use online
proctoring, faculty should also be aware that it may not be feasible for all students
and/or create challenges for their students (some disability accommodations, lack
of access, etc.) and be prepared to offer accommodations and alternatives.
Online proctoring should only be considered for higher stakes assessments such as midterms, finals, and larger module assessments. Additionally, consider if the type of assessment warrants online proctoring. For
example, an essay test might not be appropriate for online proctoring while a multiple-choice
test would benefit from the tool. This will help achieve a balance between need,
cost, and student success. Please keep in mind that any additional technology in
the online environment is another tool your students will need to learn and can create
technical issues and frustration in an already stressful testing situation.
Regardless of online proctoring use, Distance Education encourages faculty to take
measures with their quizzes/exams/tests that discourage academic misconduct. These
Convert multiple-choice questions into long or short answer.
Create question pools that will pull a random set of questions for each student’s
Randomize the order of questions within a test.
Shorten the test time to limit the amount of time students would have to search for
Reduce the number of questions per exam page and prevent students from moving back
to previous questions. This can help when students are testing at the same time and
prevents them from splitting up the test to share answers.
Consider changing the assessment type. Possible options may include a paper, presentation
document, presentation to the class via Zoom, etc.
Want to learn more about these options? Email Distance Education at email@example.com.
Foster a culture of academic integrity
Openly discuss expectations
Provide examples of desired and unacceptable behavior
Evaluate if remote proctoring is necessary & feasible
Will my students have access to the technology they need?
Is my assessment designed for remote proctoring?
Is this a high stakes exam?
Prepare your students for online proctoring
Make sure they look at the student resources for the technology they are using
Have them look at the privacy policies & FAQs
Provide clear instructions on what is allowed/not allowed during the session
Be aware of accommodations
Please visit the specific webpages for the instructional technology for more information.