With the pandemic, many institutions have turned to remote proctoring software such as Proctorio, Respondus, and HonorLock for exams and quizzes. The intent is to prevent students from cheating on exams, by having students constantly on camera, flagging any movements or activities. Nationwide movements such as #AgainstSurveillance are protesting equity issues with surveillance software. Morris and Stommel (2017 - An Urgency of Teachers) argue for designing activities and assignments that engage students authentically, deeply, and personally; in other words, rethinking multiple-choice assignments as the de facto means of assessing learning.

Many Skyline College professors have embraced assessment alternatives; Dr. Kaplan-Biegel states: “I”ve chosen not to use proctoring software because of my concerns about its potential invasiveness. I’m trying alternative forms of assessments this semester.” The EAC reports some challenges for students with learning differences: increased anxiety, being flagged for fidgeting, or interfering with assistive technology like JAWS. Other students complain that the software will not load or slows their connection, thus reducing their test taking time. Economically disadvantaged students are especially impacted with bandwidth and webcam issues. Dr. Christine Case does not use proctoring software: “I find the solution is asking questions that can’t be googled.” However, she cautions that alternative assessments-even lab reports- do take longer to grade, especially in Canvas.

Here are a few ideas for alternative assessments to effectively support students' journey towards deeper learning.

Variety and Frequency

The CVC-OEI rubric calls for frequent and varied assessments as a measure of an effective online course. A single exam is like a freeze frame, while a series of thoughtful, varied assessments is more like a video stream. A number of varied assessments can more accurately represent student learning. Instructors can use short quizzes (formative assessments) for knowledge checks, plus labs, discussions, case studies, projects, Socratic seminars, presentations, or even student-created videos.

Culturally Responsive Student Choices

Include student voice and choice by offering options to explore a concept: write a paper OR create an explainer video OR design a website. This allows students to express themselves and have a stake in their own learning. The assessment itself becomes a learning experience, especially if it can be connected to student experience or prior knowledge. Flower Darby (Chronicle of Higher Education, 2020) asks if students can choose to either write a paragraph or present a bulleted list to summarize? Will a paper or a polished video presentation work equally well to share research and analysis on a particular topic?

Authenticity

Include rigorous problem-solving or project-based learning to mimic real life. If students are addressing real-world problems or developing an idea for something for a real audience, they can be more motivated.

• Create a portfolio

• Design a project

• Construct something

Use higher order thinking skills for students to be challenged to create and solve problems, or to apply theoretical learning to the real world. (more on Authentic Assessment).

Self Reflection and Peer Review

When instructors give students a chance to reflect on their learning, this helps build real life skills they can use to reflect and revise their performance, whether going on to further studies or on the job. Giving and receiving feedback from peers is also a great way to enhance learning (and it can even help take the load off the instructor).

For more ideas, visit the CTTL Faculty Repository section on Assessment or book a consultation with an instructional designer.

A fantastic way of building community is to reimagine the online discussions in Canvas. You might want to try out integrating roles into small discussion groups, which can provide more variety in the discussion forum and clearly define tasks. Roles can be assigned to students each week, or you can opt for self-selection using a variety of methods.

You could pre-assign roles at the start of the semester, or allow groups to organize themselves. Provide a sign-up sheet for groups to choose roles for the group discussions and group projects, or assign roles yourself. This helps the groups run the discussion in Canvas with little to no instructor oversight. This strategy for organization and engagement provides an opportunity to experience common real-world roles and empowers all to engage with a deeper purpose, all while alleviating major time constraints from your schedule.

Below is a list of possible group discussion roles you can include in your online course to build community.

• Facilitator: Gets the discussion going and keeps it moving, often by asking the other group members questions. Makes sure the discussion stays on topic.
  creates the prompt that their group answers on the discussion board.

• Devil’s Advocate: Respectfully raises counter-arguments and (constructive) objections. Introduces alternative explanations and solutions.

• Researcher: Fact-checks posts on the group discussion board and provides resources to further corroborate findings.

• Connector: Seeks connections between the current discussion and past course topics, overall course themes and connections between what other classmates have said within the discussion.

• Explorer: Seeks to uncover new potential in situations and people and explore new areas of inquiry.

• Summarizer: Provides a summary of the discussion for other students to approve or amend.

Contact Chris Collins for strategies on group discussions in Canvas.

Source: University of Colorado Denver, "Using "roles" roles in your online discussions (North, 2017)