The transition to the Digital Campus has presented us with some very real questions around assessments. Questions like; how can we effectively measure student achievement of learning outcomes when traditional face-to-face exams are no longer possible? Also, although traditional face-to-face exams can be redesigned or replaced with online assessments, how can we do this in a straightforward way?
Below, we examine some alternate forms of assessment, ideas on how best determine whether to offer alternative summative assessments, and provide some advice for choosing alternatives.
Online Assessment: Providing alternatives to traditional exams
from Learning and Teaching (UPA)
Face-to-face exams were designed to measure a student’s ability to memorise and recall information. However, this isn’t always the best way to assess student competency. What’s more, these types of exams can increase levels of stress or anxiety in students, which may result in unintended consequences for some, such as weakened performance or a desire to cheat. Interestingly, the recent transition to remote (and/or blended) learning gives us an opportunity to re-think the traditional exam and consider alternative ways to assess.
When designing and implementing new online or remote assessments, we need to minimise complexity, so we can mitigate disadvantages that some students may experience with online learning.
The following points could help with determining the best direction to take:
•Make sound pedagogic considerations when measuring competencies – this helps make assessments fair whilst maintaining a high standard of assessment validity.
•Match the scale and level of the learning outcomes to the assessment.
•Ensure support is available for those struggling with new assessment approaches.
•Make reasonable adjustments for students with health conditions, disabilities or additional needs.
•Maintain academic integrity without being overly punitive with new requirements.
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