Testing Online Classes

Testing Online Classes

Testing Online Classes – Refer to this guide: Taking Online Exams: Strategies and Tools. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https:///online-exams/.

With courses moving online this spring, many of us have had to think about how to get our students to take exams online. In many cases, this involves learning how to use tools that help ensure students take the test with only the resources you want.

Testing Online Classes

As you think about taking an online exam, it is very important that you communicate with your students about acceptable behavior during the exam. Are they allowed to collaborate? To use their notes or text? To use other websites? Some of the tools described below help clarify these expectations and help prevent cheating, but the first step in your communication with students is key. The VU Honor Code depends heavily on what instructors communicate with students about what is allowed.

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Vanderbilt has two tools that allow instructors to easily create online exams: Brightspace and Tophat. Brightspace calls exams “quizzes” and instructions for creating one can be found on the Brightspace online guide to quizzes. TopHat calls the tests “tests,” and instructions for creating one can be found on the Vanderbilt TopHat support site. Both include information about how to adjust exam parameters to accommodate student needs for select students, and the Office of Student Access Services can provide further assistance.

This page focuses on using exam options that reduce the likelihood of cheating. Test Options Option 1: Change your test to allow collaboration and the use of notes or other resources.

Your best option may be to rethink your exam so that you explicitly allow students to collaborate and use resources such as notes or texts. Complex questions that allow students to apply their knowledge can be appropriately challenging even when students can collaborate.

Abby Parrish, of nursing, uses this approach in both the pharmacology and statistics courses she teaches. She provides the following examples of questions that students can collaborate on when answering:

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HY is a 19-year-old female who recently moved to the city to attend college. He comes to the clinic reporting significant allergy-type symptoms with sneezing, itchy eyes, and bothersome rhinitis with postnasal drip and sore throat. She reports that diphenhydramine (Benadryl) was not helpful; cetirizine (Zyrtec) and loratadine (Claritin) helped but made her too drowsy to stay awake during lectures, even though she took them at night. In addition to allergen avoidance counseling, the NP recommends:

An NP prescribes a combined estrogen/progestin contraceptive pill to a 23-year-old patient. The patient returns 3 months later and reports ongoing bleeding that is worse in the second half of her cycle. NP plans to:

A researcher is interested in evaluating whether there is a difference between the mean scores on a distress score measure (a continuous scale) between two groups of patients—one group of patients with leukemia and the other group of patients with lymphoma. Both groups of scores are normally distributed, and the researcher recruited a large representative sample. What test could the researcher use to assess the difference in distress scores between the two groups?

Good advice: Jim Hewlett of Finger Lakes Community College recommends that instructors create a low-stakes practice opportunity for students before taking a high-stakes test online for the first time. Erica Offerdahl of Washington State University also suggests giving students multiple opportunities to take the test. She says this helps reduce problems with unreliable Internet access; If a student exits the exam, they can log back in and start taking it again. Because she uses question pool and question randomization, students do not retake the exact test and are therefore unlikely to abuse the opportunity.

Teaching And Learning / Online Courses

If you are taking the exam in a crowded lecture hall, you can use different versions of the exam. You can change the order of questions, the order of MC item answers, or the specific content of items (such as changing numerical values). These options are available for exams offered by Brightspace and TopHat, and result in each student having a slightly different but equivalent exam, reducing the potential for unwanted student-to-student collaboration.

Isomorphic questions are those that are identical except for minor changes. For example, you could ask students to calculate the number of NADH produced from the beta-oxidation of a fatty acid, changing the number of carbons; To identify a segment of a graph, by changing which segment to identify; To identify the effect of a molecule, change whether it is an activator, inhibitor, or irrelevant. The idea is that you create a question pool that contains 2-4 isomorphic questions and then an exam maker (eg, Brightspace or Tophat) pulls one question from each question pool for each student’s exam.

Instructions for creating a question pool in Brightspace are shown here; Instructions for doing that in TopHat can be found here.

Randomizing the order in which students see the questions and randomizing the order of MC question options further reduces the likelihood that students will work together when you don’t want them to. To do that in Brightspace, select “Shuffle questions at quiz level” while editing quiz properties as shown in the figure below. TopHat instructions are found here, about halfway down the page.

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Option 3: Use tools within Brightspace or TopHat to block access to other websites on the device used to take the exam.

Brightspace has a browser lockdown that prevents students from accessing other websites on the device they are using to take the exam. Additionally, it can be set to give students access to specific websites that you approve. Instructions are found here.

Tophat’s tool works a bit differently. It’s called “proctoring” and, in essence, it kicks students out of the exam if they skip the exam or take screenshots. Instructions on how to use it are shown here (center of page).

This tool creates videos of students taking exams. Videos are automatically uploaded to Brightspace. Abnormal behavior is flagged for the instructor to see. This tool is powerful, but it has relatively high technical demands on you and your students. It may not be the best approach when students have variable access to the Internet and hardware (ie, webcams). However, instructions on how to use it can be found here. Software testing is an important part of software development, as it helps to analyze whether the developed product meets the expected result or not. Generally, testing is done after the development phase. But, in agile development, software testing is also done in the early stages. If you’re ready to start a career in software testing or improve existing testing skills, our team of global experts has compiled a list of some of the best software testing courses, classes, tutorials, training and certification programs available online for 2022. This list will help you learn and improve all your software testing skills. We have tried to include in the list almost every free and paid course that is valuable for learning software testing. Also, check out our list of the best performance testing courses.

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