• Overview
  ...a rough guide to e-learning, for staff
• News and Updates

• Using the Course Materials Repository
• Using Online Coursework Submission
• Using the Plagiarism Detection Service
• Using Moodle
• Using WebCT
• Using Perception
• Using a Personal Response System

• SENDA
• Supporting Online Learning
• IPR and Copyright Guidance
• E-Learning Network (Mailing List)
• Training
• Learning and Teaching

Enhancing Quality in Online Assessments

The guide below is designed to help you deliver quality online assessments to your students.

Overview

Online assessments are broken down into four main types, these are listed below:

Formative assessment – result does not contribute to module mark

• Survey – does not give feedback, and has no right or wrong answers.
• Quiz – is used for self-assessment, usually gives feedback, and is open to all.

Summative assessment – result does contribute to the module mark

• Test – is mid-way between a quiz and an exam, and feedback may be given.
• Exam – does not give feedback, and is secured against unauthorized access.

The first two of these types (Survey/Quiz) do not contribute to the overall module mark, and require minimal QA. The latter two types (Test/Exam) do contribute to the overall module mark, and require careful QA.

General Assessment Checklist

All online assessments, both formative and summative, should ensure that they meet the following criteria:

Essential

1. Authors must ensure that their online assessment complies with existing guidelines for student assessment. See http://www.essex.ac.uk/quality/pages/ASSESSMENT%20POLICIES%20DOC.doc
2. Authors must ensure that they give the LTT a minimum of three working days notice when publishing an assessment. Authors should bear in mind that this notice period may be affected by staff sickness/leave/etc, and should aim to deliver their assessments to the LTT with as much notice as possible.
3. In addition, Authors should plan adequate time for testing their assessment when published, but before it is made available to an audience. The LTT operates a ‘next working day’ response policy per enquiry, and staff absences (covered above) could affect this.
4. The LTT reserves the right to refuse publication of an assessment which does not adhere to guidelines.

Desirable

1.  Authors should publish a trial assessment prior to any formal online assessment, so that both the author and the audience can become familiar with the software. The LTT has a bank of example questions and assessments, which can be provided on request.
2.  Authors should speak to the LTT or Learning and Teaching Unit (LTU) during the early stages of their online assessment planning, in order to identify any potential pitfalls and discuss best practice. Particularly if the author intends to run more than one assessment over the course of a term/year.

Summative Test Checklist

Summative Tests are weekly or periodical online assessments which contribute to the overall module mark, for example a weekly assessment to check whether students have understood a preceding lecture’s material. In addition to the checklist for general assessments (above), Summative Tests have the following items to be checked:

Essential

1. Authors must check their assessment once it has been published, before it is made available to students, and confirm that they are happy with its content (unless by prior arrangement). Once the assessment is in-use, Authors cannot correct mistakes. Note that the software will not re-score assessments if a question is corrected.
2. Authors must ensure that they understand the implications of releasing assessment results either immediately following an assessment, or at a later date.
3.  Authors must randomize the order that questions and answer options appear to students (where appropriate).
4.  Authors must include a first question whereby students agree to adhere to the University’s plagiarism policy. Note: The Learning Technology Team is investigating whether this check should be centralized, leading to behavior similar to Online Coursework Submission. Students would be asked to agree to the policy before any summative assessment is made available to them.

Desirable

1. Authors should consider using the QMSecure Secure Browser  software for their assessment, which prevents students from checking other websites on the same computer during their assessment attempt (equivalent of closed book test). Authors should be aware that the use of a QMSecure Secure Browser  will restrict access to campus only.
2. Authors should speak to the Quality Enhancement Office if they have any concerns about the QA of their assessment.
3. Authors should consider using a time limit for the assessment to discourage collusion.
4. Authors should consider using a larger bank of questions that the test questions are drawn randomly from.

Summative Exam Checklist

Summative Exams carry the highest level of QA checks, as they contribute substantially to the overall module mark, in addition to both the General and Summative Test checks above, Summative Exams must check:

Essential

1. Authors must follow the online exam guidelines, which are available from the LTT.
2. Authors must ensure that their intended audience is familiar with the assessment software (from a users’ perspective).
3. Authors must use the QMSecure Secure Browser  software for their assessment.
4. Authors must use a time limit taking into consideration students that need extra time.
5. Authors must randomize the order that questions and answer options appear to students (where appropriate).

Desirable

1. Authors should consider producing their assessment as soon as is feasibly possible, in order to allow enough time to test/check their assessment.