By: Martha Diede, Center for Teaching and Learning Excellence, Syracuse University
Rather than plan on large exams, consider smaller, low-stakes assessments for courses with an online component. These assessments give students the opportunity to demonstrate what they know and give faculty the opportunity to see where gaps are appearing in students’ knowledge and skill acquisition. Faculty might also consider assessments alternative to exams, particularly exams that derive their questions from test banks.
Students might be able to suggest other ways that they can show you that they have met the course outcomes. These suggestions might take advantage of new technologies or use existing technologies in new ways. However you construct your assessments, be sure to include three clear parts: purpose (why?), task (what you want them to do) and criteria (what you will evaluate to determine whether the student passed or earned a specific letter grade).
Below are some possible ideas for assignments to replace a traditional exam:
- A single slide, formatted like an academic poster, that summarizes the information from the unit/module/section of the course.
- A brief video in which students explain the course concepts in each unit.
- A brief video in which students use the course concepts/learning to suggest a solution to a contemporary problem.
- A concept map showing how the course content from the semester connects.
- A problem to solve that requires the use of knowledge and skills included in your course outcomes.
Some additional ways to make cheating more difficult are as follows.
- Switch up 30% of exam questions.
- Set the exam to show only one question at a time.
- Set a 15-minute window during which students can sign in. If students don't sign-in during that time period, have them email you to explain why. This technique provides you an opportunity to provide an equivalent, but different exam.
- Design questions to encourage persistence and resilience.
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.
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 Disability Services 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 completion.
In challenging circumstances, allowing some flexibility in demonstrating course outcomes can help all of the students in your class.