How To Download PORTABLE An Exam From Blackboard

If your attempt is submitted due to a technical issue before you could finish answering questions, you will need to work with your instructor on what to do next. If you are having reoccurring issues preventing you from completing tests, you can reach out to the UA Little Rock Blackboard Support help desk for assistance with identifying the cause.

Preparing for Your ExamIn addition to devoting the appropriate amount of time toward studying your course content, there are a number of steps you can take to ensure your success when taking online exams:

How To Download An Exam From Blackboard

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There are a number of settings the instructor can enable on exams that are detailed on the entry page in the instructions before you begin the exam. Review the test instructions carefully for each test before starting:

Once you click the Begin button on the test entry page, the attempt will be logged and the exam timer, it in use, will start counting down. Do not begin a timed test until you are ready to start answering questions.

For more information about using the Respondus Lockdown Browser with Blackboard exams, please visit our Lockdown Browser support page. For information about troubleshooting Respondus Lockdown Browser, please review the Student Support FAQ located on the Respondus Student Support Knowledgebase.

Once a test has been created in Blackboard, it will need to be added into a content area or course folder so that students can access it. To do so, navigate to the area of the course where you would like to deploy your test, then click on Assessments > Test > Add an Existing Test. Select your test from the list of options that appears, then click Submit to proceed to the Test Settings. If you do not see your test listed, it may have already been added to another course location. You also have the opportunity to create a test from scratch using the Create a New Test option.

We recommend leaving this option set to No. If any students have browser settings that block pop-up windows, setting this option to Yes may prevent the test from opening on their browsers.

If Auto-Submit is OFF, students may continue working after they have reached the designated time-limit. A warning will display to the student once the time as expired, and students must choose whether to proceed with the exam or submit their in-progress attempt. Students have often misinterpreted this warning and clicked to submit their test when they wanted to continue reviewing their answers.

If you wish to limit the dates and times that students have access to the exam link, use the settings in this section. Using the Display After date will hide the exam until the day and time that you designate. The Display Until date will make the exam unavailable to students again after the date and time that you designate.

This setting is usually not recommended. If you are requiring students to take the exam with Respondus Lockdown Browser, a password will be automatically generated. You should not change or give out this auto-generated password under any circumstances. Please contact the LeBow Instructional Technology team for more information about this option.

The Test Exception feature in Drexel LEARN allows instructors to place specific parameters on individual students in the course during an exam or quiz. To use this setting, refer to the Adding Test Exceptions article in the LeBow knowledge base.

Hide results for this test completely from the instructor and the grade center should be turned OFF in most, if not all, cases. If this option is selected, the instructor will not be able to see any student grades, analyze results, or download grading details for the exam. Once enabled on a test or quiz, this setting cannot be changed without first deleting all student attempts.

Prohibit Backtracking prevents students from changing their responses once they have moved to the next question (this is not recommended and can cause additional student frustration in taking the exam)

In high enrollment classes, multiple choice exams are hard to avoid. Photocopying hundreds of exams is both time consuming and expensive. Creating multiple versions of exams, and multiple scantron keys is tedious. Scantron forms are expensive. Scantrons are subject to read errors from erasure marks and incomplete bubbling. Scantrons must be processed after the exam, and then the scores need to be entered manually, or uploaded from a digital file that might take days to get back from the people who process the scantrons. Losing even a single copy of the exam compromises the integrity of the test. When students take an exam in Blackboard, both question and answer order can be randomized, creating unlimited versions, and the grades go directly to the gradebook, so students can immediately (or with a delay you specify) know how they did, and even (if you allow it) what they got wrong. Providing students with rapid feedback is good for learning and helps with retention. Blackboard even has sophisticated Item Analysis tools to help instructors identify questions that might be poorly worded, too easy, or too hard. Eliminating menial tasks like photocopying and data entry frees up valuable faculty time for more meaningful work. So, reduced use of consumables, significant cost savings, greater efficiency, and gains in teaching, learning, and retention are some of the important reasons that we've tried this new digital approach to in-class testing. It's working, and faculty and students both seem to like it. Yes, it introduces a few new challenges,* but in our minds they are worth it!

Scheduling: Request support from e-Learning (elc-help@nau.edu) well in advance of each exam so we can get it on our calendars. Let us know the date, start time, room number, and approximate number of students in your class.

Authoring: You can write your questions directly in Blackboard, or there are several ways to write questions offline. You can use Respondus if you have a Windows computer. Ask ELC for help getting Respondus downloaded and installed. You can get a copy from the ITS Software Downloads page. You can also try one of the web-based authoring tools available online, but understand that these are unsupported, and you should use at your own risk, as we do not control them.

Disability Resources: If you have students taking the exam at DR, be sure the proctors have the first and second passwords. If the date and time are different from the standard exam time, create a window of access for these students.

Lockdown Browser: We experimented with a product called Lockdown Browser, but found it was too aggressive at locking out students if their wi-fi connection hiccuped through no fault of their own. This forced a reset of the exam and they lost all work, and we deemed that unacceptable. On wired machines, in a testing lab, this tool would provide a good additional layer of security, but in our most common situation, we find that live proctors at the back of the room are a better solution.

Cell Phones: Encourage students to put cell phones and other non-testing devices in Airplane Mode or shut them down to reduce strain on the wireless, and to prevent them from texting the exam password to someone outside the room.

WiFi Connectivity: Have students use the NAU wireless, and reserve the NAU-Guest network for problems. If students use NAU-Guest, they will need to open a browser window and Agree to the terms of use. In classes with connectivity issues, have students turn the wifi off and back on again after they are seated. Ensure that all extra devices are off or in Airplane mode. If you want to make the point with some humor, tell them that if their phone rings during the exam, you get to answer it!

Exam Submission: If students have any problem with final submission of the exam, you can manually submit it for them by viewing their attempt in the grade center and opening the exam information details. Many instructors ask students to show the Exam Completion screen before leaving the room. This prevents a student from being able to resume the exam after they have left the room. A good way to do this is to have them show their laptop screen as they leave the room, stationing a proctor at each exit.

Item Analysis: You can run a question item analysis on your completed exam to learn which questions were easy and hard, and which questions good students had trouble with (a possible indicator of a poorly worded question)

*New Challenges: Our system depends on a BYOD (bring your own device) model. Therefore students with fast, reliable computers may be at an advantage. Because we are dealing with hundreds of students taking the exam in a traditional classroom, we put a heavy load on the wireless. When a student's wifi connection hiccups, they can lose their work unless we can re-establish a connection. Unfortunately, tools that lock down the browser misinterpret these wifi hiccups as attempts to cheat, so we haven't been able to add that layer of security. Students have also figured out that, if they can get the password for the test, they can take it from outside the room, so we have had to become more vigilant about that, and have devised some counter-measures.

New Solutions: e-Learning comes to the exam to provide technical support, and brings a supply of loaner laptops to students who don't have one or who have technical problems with their own device. In-class proctors watch from the back, where all screens are visible and screen flicker is very noticeable, to ensure that students don't leave the test to "Google" an answer. Ultimately, we'd like to see the development of testing labs where students can make an appointment to take a test on a standard, wired computer. This will help to level the playing field, and will allow us to more reliably lock down the browser to prevent cheating. 17dc91bb1f