By: Martha Diede, Center for Teaching and Learning Excellence, Syracuse University
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Consider questions like these ones suggested by Francis Su:
Take one homework problem you have worked on this semester that you struggled to understand and solve, and explain how the struggle itself was valuable. In the context of this question, describe the struggle and how you overcame the struggle. You might also discuss whether struggling built aspects of character in you (e.g. endurance, self-confidence, competence to solve new problems) and how these virtues might benefit you in later ventures.
OR
For any problems you cannot solve on this exam, suggest a strategy you might try to tackle the problem, and show what happened as a result. Describe any strategic gaps you were unable to bridge, and list 3 helpful insights that may help another person trying to tackle the problem. Doing so will earn you up to 1/2 credit on the problem.
- Plan for students to use online tools to find answers to questions.
- Ask questions that require students to show what they've learned and to put together information that they've found.
- Engage students in designing exam questions to show their knowledge and learning.
Consider reducing the motivation to cheat.
- Allow students to drop their lowest test scores.
- Use the mixed delivery and online requirements to your favor. Give multiple, lower-stakes exams.
- Consider changing your approach to teaching, even if only for one unit. For example, Inquiry-Based Learning is an equity-centered teaching strategy that can make cheating tough, and it works for many disciplines. Process-Oriented Guided Inquiry Learning (POGIL) is another equity-centered teaching strategy that makes cheating challenging.
Please also keep in mind that online visual and auditory tasks are especially challenging for students who have visual and hearing exceptionalities. Consider contacting the Office of Center for Disability ServicesResources to ensure you support all of your students.
If you do opt for a test, remind students that taking a test by mobile phone might not be the best option. Also encourage students who have sub-optimal internet access to communicate with you regarding course completiontesting.
In challenging circumstances, allowing some flexibility in demonstrating course outcomes can help all of the students in your class.