How can we maximise the benefits of online invigilated exams while minimising its potential risks? Professor Phillip Dawson, our keynote speaker for the HKU Teaching and Learning Festival, offers 6 recommendations for teachers when they use online invigilated exams.
Recommendations
- Online invigilated exams are used as a last resort
Online invigilated exams could be used when other options had been considered and deemed unsuitable. - Exam designs are sound assessments of learning
Teachers can work on ensuring the reliability and validity of online invigilated exams to ensure that the exam designs are sound assessment of learning. - Only the minimal restrictions required are used
Teachers need to be mindful in applying restrictions to ensure that each restriction is adequately enforced. - Students are offered an alternative
Students might have concerns about privacy, network stability, or technology and hence should be allowed to take the assessment in alternative forms. - Equity, diversity, adversity, and accessibility are catered for
Teachers may consider looking at Universal Design for Learning (UDL) principles to ensure that online invigilated exams support the needs of all the students. - Pilot online invigilated exams adequately before using them in assessment
Piloting should be conducted first in a no-stakes environment, with real students completing real tasks that do not influence their grades.
Reference:
Dawson, P. (2021). Strategies for using online invigilated exams. Online learning good practice TEQSA. Available at: https://www.teqsa.gov.au/experts-advice-hub.