Rethinking Assessment: The Future of Examinations in Higher Education

Gamage, Kelum A. A.; Pradeep, Ratupaskatiye G. G. R.; Silva, Erandika K. de

doi:10.3390/su14063552

Cited by 16 publications

(9 citation statements)

References 36 publications

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“…Supporting this idea, one participant wrote: 'It also forces the student to realise that they may be faced with queries which they themselves have not worked through prior to the exam and hence will help to remove the 'we haven't covered this therefore I don't know' scenario' This initial iteration of OBEs was designed to assess higher order thinking and thus created a useful opportunity for learning to engage with metacognitive self-monitoring of their learning approach. This type of internal feedback is suggested to enhance motives to address challenges associated with learning (Gamage, Pradeep, & de Silva, 2022;Fuller et al 2022;Zimmermann & Moylan, 2009), in this case addressing gaps in knowledge and approach associated assessment; in turn, resulting in changing behaviour and increasing effort to meet the demands.…”

Section: Qualitative Analysismentioning

confidence: 99%

Introducing open-book examinations in clinical education: A case study

Smith

Bowles

Jellicoe

et al. 2023

Developing Academic Practice

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During the recent COVID-19 pandemic, in common with educators across the Higher Education sector, the School of Dentistry at the University of Liverpool reimagined the learning and assessment strategy by moving from proctored closed book assessment to largely unmonitored open-book examinations (OBE). This article discusses understandings from an educator perspective following our implementation of OBE. The educator perspective discussed here indicates that OBE have the potential to be an authentic and acceptable form of assessment, but that some reframing of attitudes towards assessment from all stakeholders, and their approaches to assessment is necessary when developing these innovative types of assessment.

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Section: Qualitative Analysismentioning

confidence: 99%

Introducing open-book examinations in clinical education: A case study

Smith

Bowles

Jellicoe

et al. 2023

Developing Academic Practice

View full text Add to dashboard Cite

show abstract

“…The items may include essays, matching items, short answers, or multiple-choice questions or even projects, and may be oral or written. The difference between the two types is that the closed book examinations allow no reference material in the exam room, while the open book ones allow learners to come in with notes and reference or text books [2].…”

Section: Literature Review 21 University Examinationsmentioning

confidence: 99%

“…Some examiners demand that you cannot type into the space but can only send an attachment. In extreme cases and small classes, each student can be given their own set of questions, so long as the examiner can confirm that the items are standard, have similar weight and are testing the same thing, [2].…”

Section: Examinations Designmentioning

confidence: 99%

“…Issues of trust and accountability, managing daily life and human interactions amidst the pandemic as well as the culture of each organization and the existence of standard operating procedures that supported only physical teaching and the ensuing examinations also stood in the way. While teaching was easier to implement using Learning Management Systems (LMS) and even Videoconferencing applications such as ZOOM and Microsoft Teams, examinations were a bit harder to implement, especially due to technical issues emanating from the need to have a clear proctoring guideline [2]. It is internationally agreed that most learners will sit for one form of examination or another in the course of their studies, a move that is planned to help assess the achievement of learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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User Experience of Online Examinations and Proctoring: A Case Based Study

Njuguna¹

2022

ijcsrr

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University curriculum all over the world contain a set of learning outcomes to be achieved through different learning and teaching modes. The achievement of the Learning Outcomes is measured using some form of assessment, usually in the form of University examinations. The traditional teaching has been face-to- face, and therefore many examinations have also been conducted in a face to face manner. One of the challenges of any examination setting is cheating amongst University students, which implies that the examinations must be properly invigilated or proctored. Since the introduction of ICT in Education, there have been attempts to introduce Online examinations, although these are yet to gain full traction. In Kenya, the ODEL standards lean more towards blended learning, where each course has to have a face to face element. Many Universities have therefore been conducting their examinations in a traditional setting. The onset of COVID-19 created a different situation as the social distancing and the restricted movement meant that learners could not attend a physical class. The movement to Remote Emergency Teaching created a challenge on how examinations could be conducted and proctored. Several Universities decided to do the teaching but wait for resumption of face to face studies to conduct their exams, and this had a negative impact on the University Almanac. This paper looks at the case of one Private University that decided to complete a whole semester online but also went on to conduct examinations via the Learning Management System. Using a triangulation of Interviews, Observation and Document Reviews, staff and students who had participated in conducting and taking online examinations were interviewed. The online examinations processed was observed and documents and software used in online examinations and proctoring were reviewed. Reorganization of the examination processes, organizational and cultural change management, ICT technical issues, extensive training, software selection and communication were identified as the key requirements for successful online examinations and proctoring to take place. The use of Proctoring Systems that are integrated with the LMS give a shorter learning curve and are easier to learn and use.

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“…Over the last two years HEIs have made significant progress in assessing how well on-line exams have worked and identifying the issues that having on-line exams present. Particularly in 2020 most institutions offered a "no-detriment" policy ensuring that students could not be seen to be disadvantaged in having their mode of examination changed to an on-line one [6]. HEIs analysed student's performance and results and where possible compared to that of previous cohorts of students to ensure that the marks that students received were comparable.…”

Section: Introductionmentioning

confidence: 99%