Authentic assessment is a possible casualty of the rapid transition to remote learning. Faculty with experience teaching online know there are well established strategies for assessing online learning and providing students with meaningful feedback. While some of these assessment strategies require more time and pre-planning than currently available to many of us, we are not necessarily expecting perfection under the present conditions. Here are some suggestions for designing and managing assessment in emergency conditions.
Clear communication is crucial. Whatever methods and policies you decide upon for assessments, clearly communicate your expectations to students. Post to D2L, email, utilize all channels of communication you have established with your students.
Know what tools and options are available. See the assessment guide for D2L from ATS. This post from Vanderbilt’s CFT goes deeper into pros and cons of various assessment types for different situations. See this tutorial on using D2L to maintain academic integrity from CTE Faculty Fellow Alison Barton.
Think about timing. You can set a time limit for exams, but many experts recommend against this for classes which have transitioned online for this semester. Also, be flexible with deadlines.
Avoid putting all your eggs in one basket. Rather than a single high-stakes exam or two, consider spreading out points for the class over multiple assignments and assessments, with opportunities for feedback if possible. This can lower grade anxiety for students and reduce the temptation to cheat.
Nudge students to do the right thing. Many of us have bad apple stories when it comes to student cheating, but most of your students are not likely to cheat anymore than they normally would. CTE Faculty Fellow Patrick Brown suggests starting online exams with a simple true/false question: "I will complete this exam on my own and follow the ETSU statement of academic integrity."
Keep it meaningful. Just as you may have had to cut some readings and content, you may need to trim and prune your standard assessments to focus on the top learning outcomes of your adjusted syllabus. Letting students know you have made adjustments can reassure them and help them stay focused and engaged on the most important outcomes of your course.