Approaches to Remote Assessment

  • Do not increase the weight of any graded assignment.
  • Convert it to a Glow test with randomized questions and a time limit.
  • Turn your final project into an assignment that students can submit online.
  • Have students share presentations online
  • If students are sharing their presentations asynchronously (Glow for all students to watch):
    • Ask students to record themselves at their screen, using a web camera, the built-in microphone on their computer, and screen sharing software combined to capture both their faces/persons as well as the slides on the screen. 
    • Ask students to use voiceover narration in slidedeck creation software can also be used via Keynote (Mac), PowerPoint (Mac or PC), or Quicktime (Mac).
    • If students do not have access to a laptop computer or webcam, they can also use the voice memo feature on a phone to record audio, save audio files, and upload the audio files
  • If students are sharing their presentations synchronously, ask students to use Google Meet. See Remote Lecturing for suggestions and technical tips.
  • Make the test or final open book.
  • For more ideas about exam modalities, see this twitter discussion started by Robert Ghrist at UPenn about exams in STEM
  • Papers are the ideal assignment during times of disruption because they require fewer adjustments compared to other types of assignments. However, because of the lack of peer or instructor contact to go over drafts or discuss expectations, ideas to creatively support student writing from the Sheridan Center at Brown University include:
    • For peer feedback, instructors can set up pairs or triads for students to email drafts to each other. Just as with any peer feedback process, it is most helpful to structure these discussions by sharing a rubric in advance, or asking students to annotate their draft with questions that ask for specific feedback from their reader. Instructors also can ask peer readers to answer specific, descriptive questions like, “What is the biggest unresolved question in this draft? What do you want to read more about in this essay? What are the draft’s biggest strengths?“ (Gooblar, 2019, p. 93).
    • Students can use Google Docs or an emailed Word version to share drafts with instructors. The wonderful aspect of this option is that it also allows students to use the comment feature to dialogue with the instructor, e.g., “Here’s where I think my thesis statement is” or “Here is a section that I am struggling with” (LaVaque-Manty & Evans, 2013).
    • To offer guidance to students about helpful writing conventions, online tools such as Purdue OWL offer resources about topics such as writing a thesis statement and discipline-specific writing expectations..
    • Research papers may be tricky for students to complete, especially if the assignment was originally designed to involve a lot of on-campus interaction, use of the library’s physical collections, or data collection. Consider what the key goals for the research paper are. Bean (2011) lists seven, including how to ask discipline-appropriate research questions, how and why to find sources, how to take good notes, and how to write for audience, genre, and purpose. If your most important goal is source-related, an annotated bibliography might also function well as a substitute assignment. If asking and answering questions is most critical, consider if a research proposal — laying out the key intended aims and approaches of the project — might meet similar objectives. 
  • Keep in mind that students may request additional testing accommodations through the Office of Accessible Education after the online environment is created.   Please ask the Instructional Technology team or the Office of Accessible Education if you need assistance in setting up your online assessment to meet student need.

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Updated March 10