在线评估提示

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UBC在线评估的ISS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.

考试尽量简单

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.

在考试前用同样的技术进行练习测试

将用于实际考试的技术实践考试将为您和您的学生提供一个确定和解决技术问题的试运行。它还有助于在高风险情况下建立使用该技术的信心，并减少考试期间的实时支持需求。

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.

模拟学生试驾考试

你和你的教学团队应该用一个模拟的学生帐户进行试驾，这样你就可以准确地复制学生的体验。需要注意的是，技术中的“学生视图”功能并不总是提供与实际学生帐户相同的体验类型。你可以联系我们在LT Hub中获取设置学生帐户的帮助。

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.

尽早与学生交流考试信息

学生越早知道要预测什么，他们就越早计划并调整他们的期望。

你提供的关于考试的信息应该是详细的，包括在考试期间什么是允许的，什么是不允许的，例如，学生是否可以回去改变以前的答案，或者如何处理像洗手间休息这样的需要。

在考试技术之外建立一个交流点

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难题或提交问题的学生提供回旋的空间，使考试对每个人来说都是一种更公平的体验。增加多少额外时间取决于考试本身的时间，一般来说，5到15分钟的额外时间似乎是公平的。

请记住，对于有正式考试住宿要求的学生，仍需要超出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.

为学生提供UBC特定的实时支持

In-house (and ideally faculty-specific) support staff are often better able to assist students than vendor support staff, as UBC staff have more context and details on how exams are set up. With this local support, students can feel more confident about where they’ll go for help and who they’ll be talking to, especially if the same support point is used for multiple courses.

ISS have had success with setting up a dedicated Zoom link, where students can go to receive private, one-on-one help from staff using thebreakout rooms feature. You cancontact your Instructional Support Unit来帮忙设置。

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.