Here is a resource from Transforming Assessment that might be helpful for instructors.
Webinars are free – details below.
- March 25, 2020: Implementing remotely invigilated online exams at scale
- March 26, 2020: The KISS approach to teaching online in the time of COVID19
March 25, 2020: Implementing remotely invigilated online exams at scale
This session explores key lessons and successes of the University of New England’s experience in implementing large scale remotely invigilated (proctored) online exams where students use their own computer to do an exam in their own space under supervised conditions. This can be used for both higher stakes exams in a live proctored mode and lower stakes testing using automatic monitoring. UNE now has more than 60% of examinable units offering the exams online, and 25% of all exam sittings are undertaken by students this way. This is expected to grow substantially this trimester.
Further info + register (free) http://taw.fi/25mar2020
March 26, 2020: The KISS approach to teaching online in the time of COVID19
This session explores a “keep it simple” approach to moving teaching online in a time of crisis. This includes ideas for how to load it, teach it and assess it whilst keeping in mind the limitations faced by those rapidly moving online but also aiming to maximise student engagement in learning.
Further info + register (free) http://taw.fi/26mar2020
The Transforming Assessment webinars are part of a series of free events covering a range of assessment and e-assessment topics. Sessions are hosted by Professor Geoffrey Crisp, DVC Academic, University of Canberra and Dr Mathew Hillier, Digital Assessment expert, Australia.
Further information on this and future events, recordings of past sessions, links to resources and participation/technical help on using the virtual seminar system can be found at transformingassessment.com
Support for this activity has been provided by the Australasian Society for Computers in Learning in Tertiary Education (as the ‘e-Assessment SIG’), University of New South Wales, University of Canberra and the University of Queensland. The views expressed in this publication/activity do not necessarily reflect the views of the sponsoring institutions.