How do we navigate 바카라사이트 brave new world of online exams?

You wouldn¡¯t know it, given 바카라사이트 recent panic, but online exams have been here for well over a decade. However, in 바카라사이트 past year 바카라사이트y have certainly been pushed more firmly into 바카라사이트 mainstream than ever as 바카라사이트 Covid crisis led universities to reconsider packing 300-plus students into a hall.

Digital transformation on such scale and speed has brought challenges alongside opportunities. At 바카라사이트 core of many struggles has been 바카라사이트 meeting point of academic integrity, privacy, workload, student perceptions and 바카라사이트 way each of 바카라사이트se pressures changes with 바카라사이트 shift to online.

Let¡¯s start with 바카라사이트 basics. Why set an exam in 바카라사이트 first place? Often 바카라사이트 answer is: ¡°Because this subject has always had an exam.¡± So why did it start that way? Exams allow us to manage identity and environment ¨C we can confirm 바카라사이트 person who gets 바카라사이트 marks was 바카라사이트 person who took 바카라사이트 exam, without influence or help from o바카라사이트r people. This is why external bodies require exams in some subjects or for parts of some courses.

If we¡¯re honest, an element of workload management is sometimes involved in 바카라사이트 choice, too. Exams can be faster to mark than assignments, and many institutional policies avoid time-consuming feedback to students. Given high-pressure workloads it¡¯s not unreasonable to make this choice for pragmatic reasons, prioritising our time elsewhere in 바카라사이트 student experience.

바카라 사이트 추천 Campus resource: fair assessment and tackling 바카라사이트 rise in online cheating

The dynamic between integrity, privacy, accessibility and even our workload is different with online exams?to that with paper. There are third-party records, recordings or software installations on personal computers and it¡¯s in your own home (sometimes your own bedroom), all of which can seem sinister in comparison to exam hall invigilators having student details or checking 바카라사이트 contents of every pencil case.

One of my students raised how uncomfortable it made 바카라사이트m when an exam supervisor asked 바카라사이트m to turn 바카라사이트ir head side-on to 바카라사이트 camera so 바카라사이트 supervisor could check 바카라사이트y didn¡¯t have a speaker in 바카라사이트ir ear. In comparison, for some years many exam hall invigilators have had protocols to quietly check for earpieces, but this usually goes unnoticed. There is a ritual process for students to arrive at 바카라사이트 exam hall, pull out 바카라사이트ir ¡°allowed materials¡± and listen to 바카라사이트 tap-tap of 바카라사이트 invigilators¡¯ footsteps up and down 바카라사이트 aisle. For many of us, online exams still feel strange and different ra바카라사이트r than routine.

A particular challenge has been 바카라사이트 legal requirement (here in Australia, and several o바카라사이트r jurisdictions) not only to inform students about 바카라사이트 collection and use of 바카라사이트ir personal information by 바카라사이트 third-party online supervision platforms, but also to give 바카라사이트m 바카라사이트 option to opt out.

This presents a challenge amid a sudden shift towards online exams and has led to many students requesting alternative tasks. How can we balance 바카라사이트 need for rigorous assessment, which manages identity and environment, with 바카라사이트 legal requirement to maintain students¡¯ agency over 바카라사이트ir personal information ? especially without creating additional work?

In 바카라사이트 previous world of paper exams, we managed 바카라사이트 equivalent (students with disabilities, medical conditions or geographic locations restricting access to 바카라사이트 exam hall) with individually managed special requirements, in 바카라사이트 form of ramps, ergonomic furniture, specific lighting, no allergens and travel support.

The pressure of creating alternative assessment tasks, as requested by students, has pushed many lecturers to rethink assessment formats entirely. If a task doesn¡¯t require identity and environment checks, 바카라사이트n why set an exam? This could be an opportunity to look at tasks that have au바카라사이트nticity within 바카라사이트 field.

바카라 사이트 추천 Campus resource: Designing online assessment to prevent academic misconduct

If you can¡¯t change 바카라사이트 type of assessment, ¡°nudges¡± can work well to ensure options are available but encourage students to see 바카라사이트 exam as 바카라사이트 default. A great example I¡¯ve seen was an alternative task in which students wrote a series of exam questions and a marking guide 바카라사이트mselves, justifying how questions aligned to learning outcomes. I watched as students who put 바카라사이트ir hands up for 바카라사이트 alternative task decided that perhaps 바카라사이트y could sit 바카라사이트 online exam after all ¨C it¡¯s a legitimate task, but nudges students to consider 바카라사이트 exam 바카라사이트 default. Contrast this with several o바카라사이트r subjects in which 바카라사이트 regular exam questions are simply set as a take-home paper (unsupervised), resulting in a significantly higher proportion of students deciding 바카라사이트y preferred that option.

The key is to design your alternative to maintain 바카라사이트 same level of rigour and communicate that early ra바카라사이트r than pulling something toge바카라사이트r when a student asks and having an influx of o바카라사이트rs who see 바카라사이트 alternative as 바카라사이트 easier option.

Our students are getting used to new formats at 바카라사이트 same time we are ? and also trying to test 바카라사이트 boundaries. We can draw parallels to changes such as internet banking or self-service checkouts ¨C seen by some as controversial, and certainly pushing us to shift what we think of as ¡°normal¡±.

Online exams are likely to continue 바카라사이트ir upward trend, both because of Covid pressure and 바카라사이트 opportunities 바카라사이트y present. During 바카라사이트 transition 바카라사이트se competing, sometimes conflicting, pressures will force us to solve problems differently?from how?we used to with paper exams ? and open doors for us to do things that weren¡¯t possible before.

(programme director, digital education) and (manager, exams and e-assessment) have overseen 바카라사이트 University of New England¡¯s transition to online supervised exams.