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 Inclusivity / DASS Resources Supporting information method available to Students research papers about designing Open Book Exams to be taken at home. The document is editable, and the author welcomes further suggestions or changes. https://docs.google.com/do cument/d/1lptT2cRXEhdIB WaAv9qdeYZPPEYog1Am1K -xESGaGBk/edit#

Association of Test Publishers (2002). Testing Guidelines: Guidelines for Computer-Based Testing. Available at: https://www.testpublish ers.org/assets/documents/ CBTGuidelines.pdf

https://www.onemedlearn. manchester.ac.uk/blog/mo dules/1medlearn-best- practices/ Online Learning Best Practices This module is designed to provide staff with advice and guidance on creating and delivering online learning both in

This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 6

Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students 1MedLearn and alongside 1MedLearn. The aim is for online material to be high quality content that follows best practice in the field of e-learning. This module distils that information and knowledge into easy to follow guides to help you make the most of your content. If you need any additional help and advice, the team are always happy to help and you can email us at [email protected]

MITL advice for assessment including online, alternatives and greater use of Blackboard https://www.staffnet.manc hester.ac.uk/tlso/teaching_ and_learning_remotely/onli ne-assessment/

Mobius – seems to offer some additional features over Bb tests - https://www.staffnet.man chester.ac.uk/humanities/t eaching-

This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 7

Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students support/elearning/resource s/mobius/

Manchester Metropolitan MCQ guidance http://www.celt.mmu.ac.uk /assessment/design/tasks/ Assessment%20types.pdf

Viva voce Individually or in groups, Live / synchronous Need to consider potential individual oral can be used for checking technical difficulties for live tests or understanding or Q&A assessment. interviews around focussed topic. Students with voice/ hearing impairments need Clear expectations of to be considered. assessment including This can be stress inducing marking crieriato be made because of the live and available in advance. interrogatory approach. Opportunities for students to engage with the process in rehearsal or formatively should be considered. Virtual OSCEs Individually or in groups. Live or recorded As above These documents are from Live or pre-recorded video. Medicine – Harish Thampy Need to find alternative Online OSCE - Information for candidates.docx ways to replicate scenarios or information to be made Online OSCEs.docx available online.

Online OSCE info for SPs- 18 May 2020.docx

This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 8

Assessment Considerations Timing Inclusivity / DASS Resources Supporting information method available to Students

Examiner OSCE Instructions v2.2.docx

In-tray/box Provide students with a Prior release of materials. exercises selection of documents and Consider additional time for other resources prior to the set questions assessment period. Release questions or tasks for a time period based on that material. Spiral Exam University of Bergen has a video (in Norwegian with Case based English subtitles - Exam 5min30sec) exploring Examples of Flipped Exam alternative assessment forms - asynchronous, semi-synchronous and synchronous: 1. Spiral Exam 2. Case Exam 3. Flipped Exam https://mitt.uib.no/courses /25566/pages/assessment- and-exams-in-times-of- korona (scroll down to the bottom video)

Sources: Manish Malik (Univ. of Portsmouth, School of Engineering)

This document is a work in progress and is updated regularly – latest update 26/08/2020 SLH 9 https://docs.google.com/document/d/1lptT2cRXEhdIBWaAv9qdeYZPPEYog1Am1K-xESGaGBk/edit#

Sally Brown & Kay Sambell: https://sally-brown.net/download/3148/ https://sally-brown.net/download/3131/

Manchester Metropolitan University – different assessment types 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 10