在线评估提示

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为UBC在线评估的最佳实践

Consider using exams that can be taken openly

While they might take longer to build, open exams can save time and trouble for you and your students. Open exams are easier to support technically, as they do not require you, your teaching assistants (TAs), or your students to learn and troubleshoot “lockdown” technologies like LockDown Browser or Proctorio.

Open exams can also discourage cheating, since they focus on more challenging and open-ended questions and/or use multiple versions of similar questions, which are selected at random.

To minimize student collaboration on open exams, ISS suggest setting up your exams to a) present one, randomly-selected question per page and b) not allow students to go back to change answers.

保持考试尽可能简单

Get creative with how you run exams online, but be aware that adding security and lockdown measures to ensure academic integrity comes with a cost. Every increase in security and lockdown can also increase technical issues and stress, for both your teaching team and your students.

Instead of trying to control for every possible cheating scenario, you may find more benefit in fine-tuning how your questions encourage students to demonstrate their learning.

在同一技术之前在考试之前进行实践测试

在实际考试中使用的技术中的实践考试使您和学生为识别和解决技术问题的试运行。它还有助于使用该技术建立信心，然后在高赌注情况下，在考试期间降低实时支持需求。

ISS recommend presenting both open-book and closed-book exams for testing lockdown technologies (if both will be used in the course) and letting students practice at the start of term and closer to exam time, since the technology can change rapidly in the intervening weeks or months.

测试驱动器考试作为模拟学生

您和您的教学团队的测试驱动器应使用Mock Student帐户进行，因此您可以确切地复制学生的经验。值得注意的是，“学生视图”技术中的功能并不总是提供与实际学生帐户相同类型的经验。你可以联系我们在LT HUB中，有助于设置学生帐户。

Time limits for exams can also be adjusted, if needed, based on how long it takes you or your TAs to complete the test-drives.

用早期与学生沟通考试信息

早期的学生知道预测什么，他们越早可以计划并调整他们的期望。

您提供关于考试的信息应详细说明，并包括在考试期间的内容，例如，学生是否能够回复和更改以前的答案或如何处理样式休息的需求。

在考试技术外创建一个通信点

Set up a way to communicate with students outside of the technology you’re using for the exam, to ensure students can access messages from the teaching team during the exam—especially if they’ll be locked down otherwise. This approach is helpful for addressing pedagogical or technical issues on-the-fly.

ISS suggest building a Canvas page for exam bulletins, linking to it from inside the exam, and allowing and encouraging students to have it open in a separate browser window or tab during the exam.

Map a support structure to escalate problems

Everyone—you and your students, TAs, and support staff—should know who is next in the request chain, so any problems can be resolved effectively and efficiently. Discuss ahead of time how things could go wrong, and where or who you will go to, or send students to, for help.

Add buffer time at the start and end of exams

考试前后的额外时间可以为遇到技术困难或提交问题的学生提供Wiggle空间，使考试为每个人提供更公平的经验。添加多少额外的时间取决于考试本身的长期旨在达到多长时间，在5到15分钟的额外时间似乎普遍存在。

请记住，官方考试住宿请求的学生仍需要超越此缓冲区的额外时间。

Stagger exam start times, especially in large courses

惊人的考试开始,即使是几米inutes, decreases the load on technology systems that is caused by everyone trying to do the same thing (e.g., load a page or submit an answer) at the same time. This approach is particularly helpful in large, multi-section courses.

Staggering also reduces the likelihood of delays or errors and makes it easier for support staff to be available to help, if any errors do occur.

Provide students with information on where to get support

It is important to provide information on where students can get help if technical issues does occur. Besides contacting the instructors or teaching assistant, they can also contact theIT服务中心帮助台for support. They can reach them by filling out a网络形式or call them at604 822 2008for more urgent matters.

Exams using Proctorio should direct students that are having technical issues to the Proctorio support atsupport@proctorio.com或1 866 948 9087. If it is during the exam, students can access the live chat by clicking the shield icon which is located in the browser address.

Help students review exams afterward

Balancing students reviewing and therefore learning from exams with controlling against sharing answers is admittedly complex (particularly if you want to use the same exam again), and there is no perfect solution. However, ISS recommend two main approaches:

• Make a copy of the exam that works as the answer key by providing only the correct answer for each question, and then give students limited time to “take” the answer key exam.
• Or have students meet directly with you or one of your TAs in a private web-conferencing session to discuss exam outcomes.