OVERVIEW OF ONLINE FORMS OF ASSESSMENT
Many types of assessment
can be administered online. This overview shows the possibilities afforded by online AUAS tools. The
items below contain additional information on the various possibilities.
ALTERNATIVES FOR KNOWLEDGE TESTS
An important consideration when choosing an alternative: the learning objectives must remain the key priority.
Open-book exam: students answer questions/complete assignments at home and may use all sources to do so (see next item).
Oral exam: students are questioned verbally and online.
Innovative formats such as: allowing students to create their own exam, learning reports, interim processing assignments, presentations, combined progress tests and oral exams. See: overview.
USE OF ONLINE PROCTORING
Online proctoring makes it possible to remotely monitor (proctor) the administration of an exam. The AUAS understands online
proctoring as a means of taking an online examination using Proctorio, a surveillance
tool for which the AUAS is licensed. When online proctoring is used, the student completes a written/digital exam on their laptop and their surroundings and behaviour are monitored using video, audio and algorithms. This makes it possible to administer proctored exams even with distance learning.
Joint requirements have been formulated under which this can take place:
- substantial item bank of questions available (different versions), and;
- offering questions/answers ad random/or in different order, and;
- time limit per question, and;
- not being able to go back to answered questions.
For these test the HvA testing tools: Test Vision, Maple TA en Sowieso can be used.
For the use of Brightspace: see next item.
If these above requirements cannot be met and the knowlegde test cannot be transformed to an other testing format, what remains it administring knowlegde tests with the use of online proctoring.
BRIGHTSPACE AND SUMMATIVE ASSESSMENTS
With regard to summative assessments, Brightspace (BS) can be used for:
Other possibilites for administration of knowlegde tests: Test Vision, Maple TA and Sowieso.
An open-book exam is an exam that students complete at home. Students will use the sources which accompanied the module in question to answer the questions and/or complete the assignments.
The questions you ask on an open-book exam will be of a higher order than on a proctored exam. Put in terms of Bloom's taxonomy, the questions are not about reproducing and understanding, but rather about insight, analysis and evaluation.
This can be done in two ways:
- By setting a start and end time for the exam, for instance a time limit of two hours. The idea is that students must have enough knowledge to answer the questions within the allotted time.
- Alternately, you can provide a longer time limit, in which case the exam will focus more on processing knowledge.
Open-book exams can be administered via the Assignment folder in Brightspace.
As with essays and other assignments, the plagiarism scanner can be used to check whether students have copied one another's work.
For specific information on the types of questions to include on an open-book exam (with examples), see open-book exams. See also protocol.
PROTOCOL FOR ONLINE ASSESSMENTS
For information on how to administer portfolio assessments online: see protocol.
Behavioural assessments involve observing and evaluating behaviour in a controlled situation. These assessments often involve other people – a patient, client, etc. – with whom the student is in physical contact. Such contact might be aimed at making a diagnosis, for instance, or to administer a treatment. In a context in which social distancing is standard practice, as is now the case due to the Covid-19 pandemic, this becomes impossible.
If they do not involve anyone else, the student can record a video of the desired professional action and submit it to the lecturer, along with an explanation of their approach, the quality of that approach, the underlying considerations and decisions they have made and the result they achieved. Depending on the agreed method for the behavioural assessment, the lecturer (or two lecturers/assessors) can then hold an assessment interview with the student in question. During this interview, the student will explain the how and why behind their actions and the assessor(s) can ask additional questions about any components they would like explained in greater detail. The assessment criteria applicable to the behavioural assessment should be the guiding factor.
If the behavioural assessment includes an assessment interview, follow the aforementioned protocol for portfolio assessments and replace the word 'portfolio' in the protocol with 'video/film made by the student'.
PROTOCOL FOR ONLINE ORAL EXAM
Oral exam: students are questioned verbally and online (only possible for small numbers of students). See: protocol.
PROTOCOL FOR ADMINISTERING AN ONLINE PRESENTATION EXAM
For information on administering presentations online: see protocol.
INSTRUCTIONS FOR FEEDBACKFRUITS VIDEO ASSIGNMENT
Students may be asked to hand in a video in connection with several different forms of assessment.
Guidelines for exam reviews in the COVID-19 context developed by AMSIB:
1. According to the Teaching & Examination Regulations, students have a right to review their exam.
2. The course coordinators should inform students about when the exam review will take place.
3. Students should be asked to register for the exam review.
4. Only students who have registered should be facilitated to review their exam.
5. The course coordinator should keep a record of which students have registered for the exam review.
6. How the review takes place depends on the type of exam and what is workable for the lecturers.
7. Currently there is no other option than offering an exam review online.
8. Course coordinators can ask the coordination team to assist them with organizing the exam review (points 2, 3, 4 & 5 above).
Ideas for an online exam review are:
- Share answers to open questions on Brightspace and give students the opportunity to discuss their answers in a meeting. The objective here is to facilitate formative learning.
- Organise a virtual classroom session (per module) in which you give feedback on the exam by addressing the most common mistakes. Students can ask questions in the chat (ask a colleague to act as moderator). You could organise break-out rooms per class/lecturer, to give the students the opportunity to talk to their own lecturer. The objective here is to facilitate formative learning as well.
- Sometimes students want to see how their grade was calculated or students may want to compare their own answers with the correct answers to see if the grading has been done correctly. Then you have to show them the exam that they have submitted. You can then tell the student that a PDF / photograph of the exam will need to be made and therefore the student will have to send an email to make a separate appointment with you.
- Sometimes students want to see how a group assignment was graded. Also here you have to show them the submitted deliverable. You can then tell the student that a PDF / photograph of the exam will need to be made and therefore the student will have to send an email to make a separate appointment with you.
The examination board of AMSIB welcomes other ideas to conduct online exam reviews.
POOL OF TESTING EXPERTS
AUAS colleagues with testing expertise have volunteered to help address any testing-related issues. If you are in need of additional support from a testing expert, please contact Eldrid Bringmann or Veronica Bruijns.
GIVING STUDENTS AN ACTIVE ROLE IN ASSESSMENT
It looks as though most education and testing in the next study year will be online learning. What can we do to keep students engaged and active? One possibility is to give students an active role in the assessment process. There are many ways to do this: have students formulate exam questions, let them help determine the form of assessment, ask them to choose criteria for assessment or have students evaluate their own work and that of fellow students in the interim. This promotes students' sense of ownership, has a positive impact on their motivation and prompts them to take greater responsibility for their own learning outcomes. Click here (in Dutch) for more information.
EXAMINATION OPPORTUNITIES THAT ARE CANCELLED
According to article 3.3, part 1 of the AUAS Teaching and Examination Regulations: Each academic year, students have two opportunities to complete a module in the foundation phase or main phase.
If, due to a situation beyond the student's control, an exam cannot be administered, then – pursuant to Teaching and Examination Regulations article 3.3, part 1 – the student will retain their right to have two opportunities per year to successfully conclude the module.
This means that for the student in question, the scheduled resit will be their first examination opportunity. If the student does not pass the exam at that time, he or she will still be entitled to a resit.
If the student fails to obtain a pass mark for this second opportunity, the student may submit a request for an additional resit to the Examinations Board on the grounds of article 3.3, part 2 of the Teaching and Examinations. This request may be granted based on the situation, for which the student is in no way responsible.
AUAS recommends formulating alternative assignments for courses with an attendance requirement that cannot be offered online.
We recommend keeping to the established deadlines for assignments/products etc. whenever possible, unless the assignment must be carried out in the work placement or other professional setting. In those cases, it will be necessary to set a new deadline.
Students currently taking part in a work placement/traineeship should contact the placement company and their degree programme to discuss what can be done to continue the work placement. Those with questions, or who encounter problems, should take these up with the degree programme.
Example of information from the Nursing programme with regard to work placements:
The work placement can be allowed to continue.
All placement assignments have been suspended for the next 2.5 weeks. We expect you to resume work on work placement assignments from 6 April. You may naturally start working again earlier if the situation allows. We think you will have sufficient time to work on the assignments. If the situation changes and it becomes clear that this is not the case, we will adjust the policy accordingly. Should your tasks at the placement company change (remote consultation/supervisor is working from home), but the work placement is proceeding, you should contact both your supervising lecturer and the work supervisor. The three of you can then explore ways you might pursue development of the desired competencies.
The work placement cannot be allowed to continue.
If it is not possible for the work placement to proceed because the placement organisation has temporarily suspended the placement, the work placement will be temporarily paused. The work placement will be resumed once it is possible to do so. In that case, you will begin working on the work placement assignments now and new policy will follow depending on the duration of the pause. If, on 6 April, there is not yet any indication of when the work placement will resume, we will take decisions on what to do at that time.
Suggestion for alternative assignment from the Academy for Physical Education:
The lecturer can design a case study using visual material and/or a written explanation in which the student is asked to demonstrate their professional actions. The lecturer can show a video clip of a teaching scenario and then ask the student how they would act as a lecturer in that situation and why. The lecturer will assess the extent to which the student is able to substantiate their professional conduct (informed by evidence) using arguments for and against the effectiveness of his or her chosen course of action.
A graduation assignment usually requires interaction with both the target group and the client. The question is what to do when there is no way to digitise the full scope of the project. Perhaps some or all of the requirements for the assignment can be modified in light of the new context.
BINDING STUDY ADVICE (BSA)
AUAS decision regarding BSA, 20 March:
1 For first-year students who have earned less than 50 ECTS in the foundation phase: the BSA will be postponed until the end of the second year of their enrolment.
2 For second-year students for whom the BSA was postponed in 2018-2019: TBD on a case-by-case basis within the applicable regulations and taking study delays resulting from personal circumstances and/or due to reduced feasibility in connection with the coronavirus into account.
For more information, refer to: Coronainfo.hva/en
The corona crisis may delay the process of issuing degree certificates. For students who wish to continue their studies or need to supply proof of graduation for another purpose, we have developed a procedure for such cases. Once the student has been designated as 'graduated' in the SIS admin system, this status will automatically be forwarded to DUO. After five days, the student will be entered in the DUO diploma register and will be able to use their DUO login to download a confirmation of graduation letter. This process is independent of the preparation of degree certificates carried out by the AUAS Administration Centre.
Students who have not yet obtained all necessary credits can request an overview from the Examinations Board of their degree programme (showing all ECTS credits they have obtained).
In the coming months, it is possible that students will be unable to sit (and pass) all exams as previously scheduled. For fourth-year students, this may mean that they exceed the current time period for cum laude honours, i.e. the nominal period. For the coming academic year, the period for cum laude has been adjusted to the nominal period plus one year. That means that students who sit their final exam(s) at the start of next academic year will still be eligible for cum laude honours.