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1 Considerations for Alternative Assessment for Online Use As with All Assessments, the Following Still Need to Be in Place

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1 Considerations for Alternative Assessment for Online Use As with All Assessments, the Following Still Need to Be in Place Considerations for alternative assessment for online use As with all assessments, the following still need to be in place and students need to be made aware of these: Guidelines for assessments e.g. word / page length, submission deadlines and any associated penalties. Marking criteria or criteria for success for assessment. These may be tailored to reflect the specific assessment style and expectations. The University’s academic malpractice procedure The following list of assessment methods with the considerations alongside contains a summary of approved, inclusive online assessment types, durations, recommendations for their use, alignment to software solutions, examples of use and links to further support. This list will be added to in due course, but in the immediate term for planning semester 1 assessments for 2020/21, these should be considered. If alternative assessment tasks to those listed in the matrix are required the following process should be followed: 1. Programme teams proposing a justified case for alternative assessment types to those listed below will be required to seek advice from DASS on their proposal. DASS will consider the inclusivity/accessibility of the proposed assessment and advise if any adjustments will need to be made. Where adjustments are recommended, these should be detailed in a revised assessment proposal. 2. Following the consultation from DASS, the usual programme amendment process should be used to submit the amendment for approval via your local QA process and onward to the Faculty. Proposals should include the following: o Rationale for alternative approach (aligning assessment to core principle document) o Proposed alternative o Confirmation from DASS of any adjustments that may be required 3. Where approved, the alternative assessment type will be added to those listed below. The most up to date version of this document can be found here. Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students Open-book Consider that students have Recommended to have 48 Having too short a time Manish Malik (Univ. of Sample papers online exams or access to resources to aid hour minimum + window allocated to each question, Portsmouth, School of take home their answers therefore with a defined time limit or the exam as a whole is Engineering) has recently Formative opportunities exams include questions that don’t once commenced. not ideal. disseminated a document just require memory recall to the SEDA Response to This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 1 Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students (seen or (that can be easily Guide students about how Breaking large chunks of Coronavirus collection, UoM course for students unseen) answered from source much time they should work down into smaller based on a review of re: online learning material), but focus on spend on each pieces with associated research papers about https://www.open.edu/ope understanding and question/section. deadlines will aid with time designing Open Book Exams nlearncreate/course/view.p interpretation, analysis etc, management. to be taken at home. The hp?id=3512 according to the academic Students are not expected document is editable, and level. to spend more than 3 times Ensure to mark work for the author welcomes the original time allocated content and understanding further suggestions or Guidance on word/page to the examination. rather than structure or changes. length, expected time to standard written English https://docs.google.com/do spend on each question, Timetabling needs to cument/d/1lptT2cRXEhdIB referencing requirements consider other assessments Need to ensure that all WaAv9qdeYZPPEYog1Am1K should all be clearly stated. to minimise crossover, students can use and have -xESGaGBk/edit# particularly for the access to the necessary Make the question context- assessments of shorter computer to undertake the Open book exam resource: rich, scenario-specific or duration. assessment. https://ar.cetl.hku.hk/am_o current/topical. be.htm Students who have other Specify a small number of support needs e.g. Sally Brown and Kay previously-unannounced amanuenses, may need Sambell Fifty tips for resources on which you adjustments. replacements for time- want students to work from constrained, invigilated on- in their answers. site exams: https://staff.napier.ac.uk/s In an online assessment ervices/dlte/Documents/50 platform consider whether %20Tips%20when%20repla to permit students to cing%20on- return to a completed site%20exams.pdf question to revise their answer (this would be Faculty eLearning team: possible in a paper-based FBMHassessment@manche exam) ster.ac.uk This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 2 Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students Consider follow-up random TELiM can support tutors ‘spot check’ vivas with a on the medical small contingent straight programme: telim@manch after the examination ester.ac.uk period to check students’ comprehension. AdvanceHE (2009). Different forms of An ‘on call’ invigilator could assessment [online] be available for the Available duration of the assessment at: https://www.advance- in the event of student he.ac.uk/knowledge- queries about the paper or hub/different-forms- problems that may arise. assessment This can be via the usual discussion board, Crisp, G. (2012). A Blackboard/ Zoom office handbook to support hours or email/phone. teachers in using e- assessment to improve and evidence student learning and outcomes Teacher’s Handbook on e- Assessment. Available at: http://transformingasse ssment.com/sites/default/fi les/files/Handbook_for_tea chers.pdf Open bok and take home exams guidance from Manchester Metropolitan http://www.celt.mmu.ac.uk /assessment/design/tasks/ Assessment%20types.pdf This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 3 Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students London School of Economics (LSE) Toolkit advice on Take- Home Assessment https://info.lse.ac.uk/staff/ divisions/Eden- Centre/Assessment- Toolkit/Assessment- conditions/Take-home- assessment MCQ A variety of other Recommended to make this All Exam adjustments Blackboard Help on computer-supported available in a window of outlined in a student’s DASS different types of Quiz formats are widely used 24hours, but once students support plan will apply: rest questions including ‘best match’ commence the assessment, breaks, extra time etc. https://help.blackboard.co questions, ‘drag and drop’ they have a fixed time m/Learn/Instructor/Tests_P questions, labelling period, e.g. two hours in A student with 25% extra ools_Surveys/Question_Typ diagrams, marking crucial which to complete. This will time should receive an es#ultra-available-question- points on graphs, allow student some choice additional 15 minutes per 1 types_OTP-1 answering questions on to select appropriate time hour to complete the case study scenarios, of day to undertake assessment. The assessment interface in completing text by filling in assessment without Blackboard can be adapted gaps in closed question distraction. IT/connectivity issues may with interface facades, if formats, and many others. need to be considered as great or subtle changes to a Consider staged release of mitigation factor for short natively available Using multi-choice components of the time-limited assessments. interaction would improve questions that invoke examinations across a time an assessment, please do reasoning, for example span. E.g. half an hour for not assume that there is no where there are options each section. All sections to way to achieve that – the that present a cognitive be completed within a toolset is not so restrictive conflict in the minds of the given timeframe. students can help This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 4 Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students differentiate someone who MCQs can be built using simply is searching for an H5P within 1MedLearn (for answer or someone who the MBChB Medicine & can use reasoning to Physicians Associates), eliminate some of the these include feedback. options. With the next update, the student and tutor will be Write multi-choice able to review questions so that they have progress/results and rich context i.e. the produce reports question requires students to use several data points From Sally Brown’s from say a figure, table, Changing Landscape paper: graph etc. or within the “The Open University has question that makes it many years’ experience of specific such that students good practice in this area. are not able to just google They widely use questions the answer which are multipart, the first seeking the correct or best answer, the second part seeking the rationale for the choice, potentially a third requiring students to say how certain they are that the answer is correct.” Manish Malik (Univ. of Portsmouth, School of Engineering) has recently disseminated a document to the SEDA Response to Coronavirus collection, based on a review of This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 5 Assessment Considerations Timing
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