Hi from Berlin! These days I’ve been giving some thought to how we assess students and the impact of Covid-19 on these well-established practices. Interestingly, many teachers don’t really do a lot of research on different types of assignments before choosing how to test students in their course. Exams and essays are often the “default” option. So it’s no wonder the new situation puts quite a bit of stress on faculty, as they try to figure out what technology-supported examination methods they should use.
Looking through my blog archive, I found two older articles that are even more relevant today. The first one looks into how assessment should not simply evaluate learning but it should be an instrument to facilitate learning. You can read it here:
Reflections on assessment: Time to put our questions to the test
The second one is on feedback and how we, as educators, have to remember that our main role is to empower students to learn. Not to spoon-feed them. Not to test the way they digested the knowledge we often throw at them. You can read the blog post here:
I also found some more resources that can be useful if you are in the process of redesigning your assignments:
10 Points to Consider in Choosing Alternative Assessment Methods for the Online Environment Some ideas worth considering in the design of alternative assessment methods for the online environment to ensure the quality and equity of the assessment.
Don’t Panic: The Hitch-hiker's Guide to Alternative Assessment, by Damian Gordon. A comprehensive repository of assessment approaches you can explore in order to find a suitable one for your online course.
“Time to Assess Learning Outcomes in E-learning” (TALOE) Webtool. An interesting tool to try out when deciding which e-assessment strategies to use in your online courses.
The current emergency move to online teaching is a good occasion to rethink what and how we assess students and how we guide and support them in their learning. It’s time to challenge the "old ways" and focus on what is the essence of learning. Hint: It might not be grades and exams.
We must question the very idea of "assignment" and think: what is the purpose? what are the possible alternatives? It's more important to spend some extra time on these questions than on how to prevent students from cheating.