An inclusive student-led online class test during the pandemic

Since the COVID19 pandemic, traditional methods of assessment have been replaced with online assessments. Online assessment is challenging for several reasons [1], for example, the quality of questions should be appropriate for home-based remote settings to avoid plagiarism, required support to compensate for digital poverty (inadequacy of IT equipment, high-speed internet etc.). In addition to these generic requirements, additional support is needed for disabled students such as extra time, accessible learning materials, and multiple opportunities to get familiarise with the test. Utilizing the assessment framework [2], we used Blackboard tool at Canterbury Christ Church University to create an inclusive time constraints MCQ test that facilitates student-led learning, preparation, and assessment. Initially a large pool of problem-based questions was set targeting cognitive engagement [3] and a random selection of questions were presented to students. The use of screencasts for formative feedback and unlimited attempts for mock tests prepared students in advance. There was a significant improvement over previous years, with the average mark of the online test increasing by 25.2%. In the module, more than half of the students who were engaged scored above 70%. Although students enjoy face to face classes, they found the online test convenient, user-friendly and flexible.

[1] Boitshwarelo, B., Reedy, A. K., & Billany, T. (2017). Envisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning, 12(1), 1-16.
[2] Bearman, M., Dawson, P., Boud, D., Hall, M., Bennett, S., Molloy, E., & Joughin, G., (2014), Guide to the Assessment Design Decisions Framework, http://www.assessmentdecisions.org/guide.
[3] Donnelly, C. (2014). The use of case based multiple choice questions for assessing large group teaching: implications on student's learning. Irish Journal of Academic Practice, 3(1), 12.