Remote, hybrid, and online teaching and learning have prompted most instructors to rethink course instruction and question previously held assumptions about how people learn. How to administer exams can be a particularly thorny issue, especially for courses with large enrollments for which fact-based, multiple choice exams are the norm. This guide highlights key considerations, concerns, and effective practices for remote and online exams.
A few things to keep in mind as you work with students:
Start with care and trust
Meaningful teaching and long-lasting learning depend on the mutual trust of educator and learner. This has never been truer than it is now, when the where and how of teaching and learning seem to be constantly shifting.
Challenges are not always obvious
Anxiety and depression have been rising among college students. CSU students may have trouble concentrating, sleeping, or eating, and may increase substance use during stressful times – all of which have substantial impacts on learning and decision-making.
Plan for flexibility
Students may face challenges with technology and may struggle to find a safe, quiet place to take an exam. Be clear about expectations and support students to get the help they need to be successful.
Effective Practices for Online Exams
Done well, exams can be effective assessments of learning, and can be used to help students focus attention on key concepts and materials. Facing an exam in an unfamiliar format or with unusual expectations can contribute to additional stress and test-taking anxiety that can interfere with students’ abilities to effectively demonstrate what they have learned. Educators should be mindful of the ways in which exams can be designed and administered to support students and their learning.
Align Assessments to Course Learning Outcomes
When deciding whether to use an exam to assess learning, consider how the assessment aligns with learning goals. Do the exam content and format allow students to demonstrate their understanding of key course concepts or ask them to apply skills learned in the course? Good assessments in any teaching modality starts with clear alignment of learning tasks to course learning goals. Assessments should focus on what instructors want students to know or be able to do and not punish students for hidden or implicit expectations (e.g., writing syntax errors).
Use Multiple Low-Stakes Assessments Rather than Fewer High-Stakes Exams
Research shows that low stakes assessments promote learning by providing frequent formative feedback and multiple opportunities for improvement. Low-stakes assessments reduce testing anxiety and build student confidence as learners. Low-stakes assignments provide opportunities for students to demonstrate their learning throughout the semester, as well as foster a feeling among students that they are making measurable progress. Brief writing assignments such as one-minute essays, rapid response activities using tools like Clickers, Quizzes in Canvas, Mentimeter, peer- and self-assessments using rubrics, and online discussion forums can keep students engaged and allow instructors to check in on their learning.
Create Exams that Require Higher Order Thinking
If one of the course goals is for students to demonstrate higher-order thinking skills, create exams that allow students to demonstrate learning through analysis, synthesis, or application of concepts to new scenarios. This approach asks students to think critically and tackle tough problems.
Consider Open-Book Exams
“Open-book” exams encourage students to use their course resources to synthesize or evaluate information and go deeper into concepts. Open-book exams tap into students’ critical thinking, analysis, and application skills. Have students show their work, explain answers, interpret data visualizations, or draw connections between ideas. Make sure to clearly communicate your expectations for what resources students are allowed to use, and whether or not they are allowed to work with other students.
Design Assessments with Equity in Mind
Inequities in higher education persist under normal conditions and came into sharp relief during the COVID-19 pandemic. We must be careful not to inadvertently further or exacerbate inequity through pedagogical or technological choices. The information provided here is meant to support meaningful, learner-centered assessment. Creating assessments with equity in mind means involving students in the assessment process such as using student-generated exam questions; offering flexible options for students to demonstrate their learning; and being able to adapt your exam strategy to student needs.
Concerns about Cheating
Instructors may be concerned about cheating and the effects on learning and grades. While the strategies discussed in the previous section minimize the opportunity for cheating, some students will still choose this path. The following recommendations directly address these concerns while minimizing the need for proctoring.
Encourage Accountability with the CSU Honor Pledge
Ask students to sign a pledge or write a statement in their own words that they will uphold the Honor Pledge. CSU’s Honor Pledge states, “I have not given, received, or used any unauthorized assistance.” You can include the CSU Honor Pledge statement at the beginning of the online quiz or in the exam instructions.
Use an Exam with Random Item Generator or Randomize Answers Options
Canvas Quizzes can draw from a bank of test questions and randomly assign questions to individual students based on set parameters. Some question types allow the instructor to populate test items with different values so that students must solve the same kind and level of problem but cannot share answers with others.
Set Time Limits
While it is important to provide sufficient time for students to complete the exam so that they can account for competing issues such as their living situation and access to technology, setting a time limit for students to complete the exam could also reduce the opportunities to violate academic honesty. Remember to allow extended time for students who have accommodations through the Student Disability Center.
A previous version of this post was originally published by the author at the Center for Teaching & Learning at the University of Colorado Boulder.