Rethink of assessment in a pandemic

The whole teaching and learning community has been talking about assessments among other things: should quizzes/tests/final exams still exist? What about third-party proctoring services? Personally I do not think using proctoring service and watching students via a camera is the solution. It comes with very high cost, and there are serious ethical issues that come with this practice. Can we redesign course assessments so that we can give the trust back to students?

I believe the answer is yes, and a few simple things instructors can do is to first take a close look at your syllabus and ask yourself why the assessments are there at the first place. Most of the time the goal is to actually help students consolidate what they have learned, and a by-product is a number, i.e. grade. If that’s the case, shifting to summative assessments is one way to help with the current situation. We can also provide assessments more frequently so students can receive more timely feedback.

I’ve been experimenting with H5P since last year when I started working on the open textbook. These are excellent tools that instructors can leverage on to engage students and monitor their progress in a nonstressful manner.

You can find many well-designed examples on H5P.org https://h5p.org/ and eCampusOntario H5P studio: https://h5pstudio.ecampusontario.ca/.

Below is a recent example I made using course presentation format. These interactive presentation slides allow instructors to incorporate course content, assessment, and students reflection all at one place.

Leave a comment

Your email address will not be published. Required fields are marked *

css.php