The Corona crisis and assessment at AUAS

​This page contains information in connection with frequently asked questions. Any other questions you have may be emailed to v.m.h.bruijns@hva.nl.

For information on the digital forms of formative assessment and feedback, see: AUAS page on digital teaching  

Last updated on: 13 april 2021

interim examinations protocols

Here you find the recent version of the interim examinations protocols.


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.


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.

ONLINE PROCTORING with proctorio

Online proctoring makes it possible to remotely monitor a test administration. Within AUAS, we speak of online proctoring when we use Proctorio, a surveillance tool for which AUAS has a license, when administering an online exam. With online proctoring, a written / digital test is administered on the student's laptop in his/her environment and behavior is monitored with video, sound and algorithms. This offers possibilities to allow supervised tests to continue.

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. 

We only use online proctoring if the is really no other form of assessment possible.

The AUAS also handles personal data of students carefully when proctoring online. The AUAS acts in accordance with the General Data Protection Regulation (GDPR). This Privacy statement describes how the AUAS deals with personal data in online proctoring.

More information is available on the A-Z list of your programme, including a decision tree for using online proctoring.


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.


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'.


Oral exam: students are questioned verbally and online (only possible for small numbers of students). See: protocol.


For information on administering presentations online: see protocol.


Students may be asked to hand in a video in connection with several different forms of assessment.

review exams

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. 


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.


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.


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.


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).