Alternative Methods of Assessment, in an Authentic Context – Guidelines for students

Philosophy of Alternative Methods of Assessment: Authentic Learning and Assessment

An authentic assignment is one that requires application of what you have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well. An assignment is authentic if it assesses your ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task, to synthesize knowledge to produce a solution to a problem or to develop a project. It also allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and projects.

Authentic assessments have several advantages over conventional exams. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for you, and thus more motivating. During an alternative assessment you may have the chance to have a more active role, research, produce projects by synthesizing and applying existing knowledge, make critical comments, evaluate and self-reflect on your work and your learning. See below three basic types of alternative methods of assessment.

As per the Senate Resolution please note that the Final Examination/Assessment Period is extended until the 5th June 2020 (inclusive). All exams/assessments should be scheduled (time wise) as if they were to be physically held.

1. Oral, Distance Learning Examination

OVERVIEW OF TESTING GUIDELINES

• All oral assessments should be recorded.
• The examination needs to be minimum 30 minutes per examination.
• Remote one-to-one examination is done with small audiences.
• Larger audiences can be split into smaller ones, with the help of colleagues and simultaneous examination.
• Any complementary oral exams will be communicated directly by the examiner to her/his students and will be conducted at mutually agreed time.
• Any assessment/exams that will be replaced by only oral exams will then have to be deleted from the schedule based on the examiners request as it won’t be possible to hold individual oral exams during the set period. Students will be notified by their examiner and exams will be conducted at mutually agreed time assuming there is no unfair treatment (e.g. period of oral exam to be long thus allowing students to prepare longer than others)

2. Electronic Written Examination and Invigilation

OVERVIEW OF TESTING GUIDELINES

• This examination is done at a specified time (e.g. 3 hours), is synchronous and students are monitored remotely on a special platform with special software.
• In this type of examination, the examinees will go through an identification process and the students need to have the appropriate technological equipment.
• At the end of the continuous duration, the examination documents are all submitted simultaneously and synchronously.
• Online invigilated exams will take place during the scheduled times – we may need to provide for some extra time for any technical problems thus ensure that this is taken into consideration.
• It is not expected that students will have sequential exams.

3. Open-book Assessment (open book examinations/ take-home examinations)

OVERVIEW OF TESTING GUIDELINES

• Take home e-exams are exams that the students can retrieve electronically, for example from a Learning Management System. Students are required to submit exams also electronically by the due date/deadline for submission.
• Take home e-exams can support many types of assignments. The time for completion depends on the requested task.
• In this type of examination, the questions require critical thinking, the answer to each question cannot be found as such in a book, the notes of the lesson or electronic source. Students need to synthesize the knowledge to answer the question.
• The examination script addresses the extent to which student understands concepts, information, theories, and processes that s/he does not need to memorize, but instead, to use and apply, and to generate new knowledge by applying problem-solving processes and critical thinking.
• The problems are authentic and the student is required to solve them based on knowledge, concepts and theories, s/he has learned, but needs to select and apply them to a new context/content
• Written exams that will be replaced by other methods of assessment (e.g. take home exam, portfolio, etc) as well other types of final alternative assessment should be also scheduled as in the past. The exam duration will be the time period during which the students can submit their assignments. The submission of course can take place prior to the exam period deadline.

 Alternative assessment types

Always remember that the choice of exam format is based on the learning outcomes of the course. Below see some possible exam formats that can be included in your course for your alternative assessment.

• Project
• Case Studies/ Role Play/ Scenario based
• Data Analysis and Conclusion Drawing Activities
• Assessment/Reflection Activities
• E-portfolio

Guidelines for Students: Open-Book and Take-Home Exams

What are open-book exams?

Open-book exams allow you to take notes, texts or resource materials into an exam situation. They test your ability to find and apply information and knowledge, so are often used in subjects requiring direct reference to written materials, like law statutes, statistics or acts of parliament.

Open-book/ Take-home exams usually come in two forms, you will be given with more details and guidance by your lecturer.

• Traditional sit-down / limited-time exams, with varying degrees of access to resources and references.
• Take home open-book exams you do at home. Question(s) are handed out, answers are attempted without help from others, often with the support of an ICT, web etc and the exam is returned within a specified period of time (often the next day).

What kinds of material can be used?

The materials you can use in an open-book exam can vary. Some restrict the type of materials, e.g. formula sheets, tables or a limited number of texts, while others may be totally unrestricted (any quantity of any material).

Materials might be:

• your notes
• readings, reference materials or textbooks
• equipment like calculators, drafting tools etc.
• web
• ICT tools

Materials used in take-home exams are usually unrestricted. Check your course guide or with your lecturer to find out what you can use. The main restriction for take-home exams is that they must be your work—you must attempt them by yourself without any help from others.

Why are some exams open book?

Open-book exams test for more than just rote-learning. At university, simply memorising and repeating information is not enough to get you a good mark. Higher education is supposed to equip you with intellectual abilities and skills. Open-book exams test your ability to quickly find relevant information and then to understand, analyse, apply knowledge and think critically.

What kinds of questions will an alternative exam have?

An alternative exam doesn’t test your memory; they test your ability to find and use information for problem solving, and to deliver well-structured and well-presented arguments and solutions.

An alternative exam questions usually require you to apply knowledge, and they may be essay-style questions or involve problem solving or delivering solutions. The style of question depends on the faculty or school setting the exam. For example, the questions may set up a hypothetical fact situation that you will need to discuss.

Misconceptions about alternative assessment

Misconception 1: Open-book exams are a breeze

An alternative exam are not an easy option. Answering the questions well requires more than just copying information straight from texts. For example, having access to a textbook can stop you from giving a wrong answer if you can’t remember a fact or formula, but just getting that fact correct won’t get you good marks. In open-book exams, it’s how you locate, apply and use the information that is important.

Misconception 2:  You don’t have to study

Probably the biggest misconception about open-book exams is that there is no need to study. You should study just as you would for any other exam. Having books and notes to refer to might mean you don’t have to memorise as much information, but you still need to be able to apply it effectively.

This means you must fully understand and be familiar with the content and materials of your course so you can find and use the appropriate information. In open-book exams, you need to quickly find the relevant information in the resources you have. If you don’t study, you won’t know where to find the information.

Misconception 3:  You can just copy straight from the book!

You can’t copy chunks of text directly from textbooks or notes. This is plagiarism. In alternative exam the resource materials are made available to you, so you are expected to do more than just reproduce them. You must be able to find, interpret and apply the information in your sources to the exam questions. You usually need to reference as well, just as you would for any other assignment.

Misconception 4:  The more materials the better!

Don’t get overloaded with materials and resources in the exam—only take what you need. Stacks of books won’t necessarily guarantee your performance, and you won’t have time for extensive reading. Too many materials can end up distracting you and crowding up your workspace. Carefully select your materials and organise them for quick reference.