Welcome to Lärosäten syd’s seminar on assessment in online teaching!
Välkommen till Lärosäten syds seminarium om examination i online-undervisning!
When: March 5, 09.00-12.00 via Zoom
During the seminar, we will focus on various issues to do with assessment. The main content will be:
- Assessment for digital learning. Keynote lecture by professor David Carless, Head of Social Contexts and Policies in Education (SCAPE), Faculty of Education, University of Hong Kong. Professor Carless has taken an interest in and published extensively on feedback and learning oriented assessment.
- The art of examining digitally at a distance. Ella Sjöbeck, the vice chair of Lund University Student Unions, will provide a students’ perspective on online assessment.
- Suspected cheating in exams (during distance education). Maria Hamberg, legal counsel dealing with disciplinary matters at Lund University, shares her impressions of issues concerning online assessments.
- A number of thematic rooms in a discussion session, will provide opportunities to engage in various aspects to do with online assessment. Each thematic discussion is introduced by a brief lecture about a challenge or suggested solution, and after that participants have the opportunity to discuss openly and share experiences.
Short presentation abstracts:
Short presentation abstracts
The art of examining digitally at a distance
Ella Sjöbeck, vice president, Lund University Students Union
Creating and designing exams has never been easy. When the covid-19 pandemic rapidly forced teachers and students into digital classrooms and into digital examinations, the challenge became even greater. Many students have experienced that digital exams work poorly in many ways. Information and communication are perceived as deficient, students experience that the tasks have become more difficult and feel suspected of cheating. What are the students' experiences based on, and how can we solve these problems together? What good examples are there, and what can we learn from each other's perspectives? What prerequisites does a teacher need to give students good conditions for a fair and legally secure examination? Ella Sjöbeck, vice president of LUS, gives the students' perspectives on digital examinations and the challenges they bring.
Suspected cheating in exams (during distance education)
Maria Hamberg, legal counsel, Legal division, Lund University
The number of reports on suspected cheating increased after the transition to distance education. Are there any useful experiences and conclusions to be drawn from these cases? Are there ways or tools that are more or less effective/appropriate to detect suspected cheating? I will also touch on the relationship between the instructions given to students before the exam and the question of cheating, an issue that might be even more relevant now. What does it mean that an exam must be conducted “individually”? If the instruction says that “notes” are allowed during the exam, are there any notes that are not allowed? How come a student is reported for suspected plagiarism when the instruction says that the students do not need to refer to the literature?
Thematic discussions - introductory presentation abstracts
Note the number of the discussion you want to take part in - breakout rooms will be numbered accordingly!
1. Feedback in online teaching
Host: Marita Ljungqvist, Division for Higher Education Development, Lund University
We know that providing opportunities for high quality feedback is a critical part of good teaching. When we only meet our students in an online setting it might be even more important (and perhaps more difficult to manage). In this session, we will discuss different aspects of feedback and share ideas and experiences around questions such as: How can we offer different opportunities for feedback – especially in an online teaching environment? How can we create conditions that support students’ feedback skills?
2. Kan man ha stora tentor med färdighetsinslag online?
Host: Roy Andersson, Genombrottet, LTH, Lunds universitet
Många ämnen i början av en lång utbildning (t ex matematik eller programmering) handlar om att ge studenterna en solid grund för senare studier. Det handlar då oftast om färdighetsmål någonstans i mitten av kunskapshierarkierna. Men kan man ha rättssäker examination (både för lärosäte och studenter) av kunskaper med tydliga inslag av teoretiska färdighetsmål online?
3. Istället för salstenta: Textanalys i två–tregrupp som hemexamen
Host: Mika Hietanen, Institutionen för kommunikation och media, Lunds Universitet
Så här löste vi det: Genom fokuserade frågor och utvalda analysobjekt kunde både grundkursens terminologi och analysfärdigheter examineras med en och samma uppgift, som genomfördes i grupper om två eller tre. Studenterna beskrev uppgiften som mycket mera meningsfull och lärorik än en salsskrivning, som uppgiften p.g.a. pandemin ersatte.
4. Challenges related to handing in exam-material online
Host: Marianna Smaragdi, Centre for Languages and Literature, Lund University
There are various ways to submit exam-related material through online tools and platforms. In some courses where examination occurs live over Zoom, the students have to manually scan their handwritten work to submit their exams. This would be the case if the exam regards languages that use different alphabets/symbols/characters than Latin characters, if the student is required to use these as part of the examination, or if the student has to show that they are able to reproduce letters/symbols/characters by hand. Do our online platforms and meeting tools sufficiently support the use of different alphabets? And how can we better support the submission of handwritten exam materials?
5. How do we and the student know that the course outcomes are met?
Host: Jakob Donnér, MedCUL, & Peter Åsman, examiner, Medical programme, Lund University
Models for measuring and evaluating student performance in relation to various outcomes are presented and exemplified to stimulate discussions in this room.
6. Distance examination; sandwiched between learning outcomes, the teachers' tools and stressed students
Host: Björn Fritz, Division of Art History and Visual Studies
When traditional exams in a lecture hall suddenly needs to be done at a distance, a lot can go wrong, and we invent methods that are very stressful for our students. We often try to translate a form of examination we are used to into the new situation, where a changed form of examination would be preferable. I will show two ways to do an hall exam over distance that stresses our students and suggest an alternative that tries to focus on the learning process instead of assessing rote learning.
7. Designing for accessibility in examination
Host: Petronella Ekström, Centre for Academic development, Örebro University
Designing for accessibility in examination means that we need to think from several perspectives. In order to create an examination that is designed for as many of our students as possible, we need to ask ourselves:
• How do we awaken the student's motivation before and during an examination?
• How can we present the information and data?
• What possibilities do we give students to process the information and present their knowledge and abilities?
Digital examinations at a distance offer several and partly new opportunities to increase accessibility but we also meet a lot of challenges to be aware of. I want to discuss possible ways of designing digital examinations at a distance to enable legally secure and equivalent examinations as far as possible. So the question is, how can you design an examination that tests the knowledge and abilities the learning objectives of the course refer to in an equivalent and legally secure manner?
8. Digital assessments – larger tests or several smaller tasks?
Host: Åsa Lindberg-Sand, Division for Higher Education Development, Lund University
When teachers modify the assessment practices to make them digital, there are both possibilities and problems opening up. Even before the rapid change to “emergency remote teaching”, a tendency to increase the variation in the design of assessment tasks was noted. Presently, it is mostly not possible or convenient to gather large groups of students for written assessments. So, what is happening with the form and design of assessments? Are they divided into several tasks or added up to larger ones? In what ways are changes educationally motivated in the new landscape of zoom?
9. Can design of exams decrease opportunity for cheating?
Host: Hans Knutsson, Lund University School of Economics and Management
Digital examination has challenged many teachers since the sudden transition required due to Covid-19. Routines and designs for exams have necessitated swift change. A thankful, yet not entirely unproblematic, way of dealing with this is to work with multiple choice questions in Canvas. During this session I will present how we have moved from sit-down exams to location-neutral digital examination through multiple choice questions at the department of Business Administration at the School of Economics and Management in Lund.
All plenary presentations will be in English. The thematic discussions will be in English if desired by the participants.