Exams and Assessments

Assessments

Formative Assessment

Formative assessments are assessments for learning.

• provides opportunities for practice
• not a product, a process
• results are used to improve, rather than judge learning
• all levels of learning are embraced: mistakes are not only ok but are expected
• feedback delivers information during the instructional process (before a summative evaluation)
• may take the form of non-graded quizzes (or quizzes that may be attempted multiple times and points are given for completion, not accuracy), discussions, blog posts, or any other peer-to-peer learning experience in which students of all learning levels can learn from each other (with guidance and feedback from the instructor)

Summative Assessment

• Summative assessments are assessments of learning.
• measures a level of student learning
• feedback in the form of a grade communicates who has achieved learning and who has not
• is integrated into a course design after a series of learning units
• may take the form of exams, papers, projects or ePortfolio collections of products produced throughout a course, demonstrating proficiency of learning outcomes

Online Exams

Students and instructors are comfortable with leveraging the exam format for summative assessments due to the traditional role exams have played in the learning process. However, when exams are deployed in an online format, there clearly needs to be some major adjustments made to the structuring and conditions of the exams to ensure academic integrity is supported, and the assessment accurately reflects a student's level of mastery.

• Exams are designed so the students may have their books or notes in front of them (because they will!).
• Exam questions are formulated to require synthesis or application of ideas (the higher levels of learning in Bloom's taxonomy), rather than direct rote memorization or retrieval of information from a book, website or notes.
• A time limit is set. Students who understand the content won't need loads of time to answer questions.
  • It is acceptable that students with learning disabilities will need more time. These students are encouraged to contact DSPS early in the term (No later than week 2) to negotiate a compromise. negotiations will occur only if students have contacted DSPS by the specified date and legitimate validation of the need for more time is provided by the DSPS.
• Exam is set to have questions appear one at a time, rather than all at once.
  • Time management is a key in the exams.
• Students will have ample opportunity to take the exam.
  • If the class is a face-to-face delivery, then all students must take the exam in the same class meeting. Exams could not be retaken.
• Answers will not be available right away.
  • Sure, students will expect to see the correct answers to their exam so they can understand what they missed and why. But that doesn't need to be shared immediately. Exam answers will be shared after the exam period has ended and any potential make-up exams have been completed.
• Exam Includes a variety of questions.
  • A variety of question formats, from multiple choice, multiple answers, multiple drop-downs, matching, T/F, fill in the blank, and more.
• Access to external windows and printing will be controlled.
  • A browser lock-down utility that prevents students from printing their screen or opening extra windows may be enforced.