{"id":246,"date":"2020-03-18T10:25:28","date_gmt":"2020-03-18T10:25:28","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/business-school-teaching\/?p=246"},"modified":"2020-03-19T09:55:20","modified_gmt":"2020-03-19T09:55:20","slug":"assessing-online","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/2020\/03\/18\/assessing-online\/","title":{"rendered":"Assessing online"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" width=\"900\" height=\"644\" src=\"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog.jpg\" alt=\"\" class=\"wp-image-247\" srcset=\"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog.jpg 900w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-300x215.jpg 300w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-768x550.jpg 768w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-100x72.jpg 100w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-150x107.jpg 150w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-200x143.jpg 200w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-450x322.jpg 450w, https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/files\/2020\/03\/TL-blog-600x429.jpg 600w\" sizes=\"(max-width: 900px) 100vw, 900px\" \/><\/figure>\n\n\n\n<p><strong>By Susan Smith<\/strong><br><em>Associate Dean (Education and Students)<\/em> <\/p>\n\n\n\n<p>The spread of the Covid-19 virus across the globe and the\nimminent move to online delivery of teaching and learning is presenting us with\nthe additional challenge of moving our assessments online at short notice. <\/p>\n\n\n\n<!--more-->\n\n\n\n<p>This is something that we had not anticipated or designed\ninto our course and module delivery and which requires careful consideration.\nIn addition, we must be mindful that changes to the anticipated assessment\nmodes are likely to increase student anxiety particularly where students are\nunfamiliar with the format or rubric against which they will be marked. We must\nbe clear and consistent in our module level communications regarding any\nchanges to the assessments.<\/p>\n\n\n\n<p>Some modes of assessment, which typically require a physical\npresence, have a more obvious adaptation to online assessment e.g.\npresentations, whilst others can require more creativity to meet the learning\noutcomes e.g. unseen exams.<\/p>\n\n\n\n<h3><strong>What are the\nconsiderations?<\/strong><\/h3>\n\n\n\n<ul><li>Meeting the learning outcomes of the module,\nalbeit in a different way.<\/li><\/ul>\n\n\n\n<ul><li>Whether a switch on an accredited course or module carrying professional exemptions will be accepted by the professional body (positive confirmation should be sought prior to communicating proposed changes).<\/li><\/ul>\n\n\n\n<ul><li>The alternative assessment should require an equivalent amount of effort from the student. The School\u2019s <a href=\"https:\/\/www.sussex.ac.uk\/business-school\/internal\/staff\/teaching-and-learning\/curriculum-and-assessment\/assessment-marking-and-feedback\">assessment equivalences document<\/a> may help guide this decision.<\/li><\/ul>\n\n\n\n<ul><li>Design the assessment to <a href=\"https:\/\/www.sussex.ac.uk\/business-school\/internal\/staff\/teaching-and-learning\/curriculum-and-assessment\/assessment-marking-and-feedback\">mitigate the risks<\/a>. Some pros and cons of various assessment modes are highlighted on the Summative Modes of Assessment presentation on the School\u2019s <a href=\"https:\/\/www.sussex.ac.uk\/business-school\/internal\/staff\/teaching-and-learning\/curriculum-and-assessment\/assessment-marking-and-feedback\">Teaching and Learning web pages<\/a>.<br><br>e.g. a take away paper with a very limited window may replicate near exam conditions but we should be mindful of variations in students\u2019 quality of connection to the internet, time zone differences and accommodating reasonable adjustments. The desire to create time constrained situations to reduce academic integrity concerns should be balanced against redesigning the nature of the tasks to focus on application and extending the time window. This is an already stressful time for our students.<\/li><\/ul>\n\n\n\n<ul><li>Moderation of revised assessments.<\/li><\/ul>\n\n\n\n<ul><li>Some students may have challenges engaging with\nonline assessment. We will put in place alternative arrangements as required.<\/li><\/ul>\n\n\n\n<h3><strong>Communicating changes<\/strong><\/h3>\n\n\n\n<p>Communication to students should be clear and transparent regarding the:<\/p>\n\n\n\n<ul><li>Assessment mode e.g. you will now be assessed by a report rather than an unseen exam. <\/li><li>Rubric or marking scheme that you intend to use.<\/li><\/ul>\n\n\n\n<p>Please ensure that alternative assessments are approved, and\nset up by the CAO team prior to communicating to students. All assessments must\nbe submitted via Turnitin or Canvas and not directly to faculty emails. In the\nevent that an electronic submission point cannot be created, submission will be\narranged via a dedicated CAO email box.<\/p>\n\n\n\n<p><em><strong>Best practice<\/strong><\/em><\/p>\n\n\n\n<p>Offer students the opportunity to\npractice the assessment mode if they have not come across it previously so that\nthey understand what is required and how you will apply the rubric or marking\nguide.<\/p>\n\n\n\n<p>Show them exemplars of what you\u2019re looking for, preferably at different levels of achievement.<\/p>\n\n\n\n<h3>Resources<\/h3>\n\n\n\n<p>The Business School <a href=\"https:\/\/www.sussex.ac.uk\/business-school\/internal\/staff\/teaching-and-learning\/curriculum-and-assessment\/assessment-marking-and-feedback\">teaching\nand learning web pages<\/a> feature information on the various modes of\nassessment along with an assessment equivalence guide as well as other\ninformation around assessment and feedback.<\/p>\n\n\n\n<p>A useful document to help evaluate the various alternatives\nto in-person assessment by Sally Brown and Kay Sambell is available as a\ndownload from Sally\u2019s <a href=\"https:\/\/sally-brown.net\/\">website<\/a>. <\/p>\n\n\n\n<p>Ideas around writing effective <a href=\"https:\/\/chronicle.com\/forums\/index.php?topic=73196.0;wap2\">take-home\nexams<\/a>. <\/p>\n\n\n\n<p>If you wish to share useful resources or top tips, this <a href=\"https:\/\/padlet.com\/susan_smith17\/assessment\">Padlet<\/a> holds a collection of resources sourced by Business School faculty.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Susan SmithAssociate Dean (Education and Students) The spread of the Covid-19 virus across the globe and the imminent move to online delivery of teaching and learning is presenting us with the additional challenge of moving our assessments online at<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/2020\/03\/18\/assessing-online\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n","protected":false},"author":254,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[241,250],"tags":[],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/parRft-3Y","_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/posts\/246"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/users\/254"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/comments?post=246"}],"version-history":[{"count":3,"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/posts\/246\/revisions"}],"predecessor-version":[{"id":253,"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/posts\/246\/revisions\/253"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/media?parent=246"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/categories?post=246"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/business-school-teaching\/wp-json\/wp\/v2\/tags?post=246"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}