First, a secret: although this task goes by the moniker “exam,” you can use a exam content item to give much lower-stakes assessments like weekly quizzes or reading checks. (Hey, I didn’t promise you it would be a juicy secret, did I?)
I’m addressing online exams today as a result of reading a very informative post about online quizzes from the Academic Technology blog at the College of William and Mary. They are a Blackboard school, so the post discusses quizzes in Blackboard – but all of their wise words are equally true for Pearson LearningStudio users here at TCU.
In particular, they list five reasons to use online quizzes: 1) Flipping the classroom’s low-hanging fruit; 2) Easier than clickers; 3) Students do a lot for a few points; 4) Instant gratification; and 5) Self-scoring. I’d encourage you to go and read their supporting points for each reason.
I’d like to address points 1 & 5, however. Using class time efficiently and in a manner that honors each student’s current abilities is always challenging; this is doubly true for prep time. Online quizzes / exams / reading checks give you the opportunity to move the less interactive pieces of instruction out of the classroom, meaning that you can devote your time with the students to more robust and individualized active learning experiences. After all, waiting for that last handful of students to finish their quizzes means that the rest of the class is, well, waiting.
But if I move items online, will students cheat? They key is asking some questions that go beyond rehashing the reading. What would another scholar say about the reading? What piece of evidence did the authors use? What piece of evidence – had it been found – would have falsified or strongly supported the argument? Why did the authors say they did x, y, z? What will happen if a, b, c are not present? Perhaps, in conjunction with your question design, you decide to let students consult course materials in some instances. In this case, you might stress that, while the exam is open book / note, your questions really require students to have read and thought about the content in advance. Of course, no one wants students to treat an exam or quiz as a scavenger hunt through the text. Yet, if students are consulting the reading in order to engage with your well-written, high-quality question, that seems like a reasonable scholarly pursuit.
The LearningStudio exam set-up also has the ability to pull from a question pool (so not all students will see the same questions), to randomize questions (so not all students will see the questions in the same order), to display one question per page, to prevent students from navigating back to earlier questions, to prevent / allow re-takes, and to set a time limit on the exam.
You can, indeed, have LearningStudio auto-grade the exams and auto-post the scores in the gradebook (on that last topic, this is one of our most commonly asked questions regarding exams and the gradebook). Note that you can also have LearningStudio grade the multiple-choice, true / false, and matching questions on an exam and then you can go in and grade the short answer or essay questions. Thus, you might have a two-part question in which the first part requires an answer that can be auto-graded, and the second part asks students to explain why they selected that answer. Bam! Two question reading quiz: done! The larger point, though, is that online exams need not be a fully auto-pilot enterprise: there are options for students to explain their reasoning and for professors to score those elements individually.
Intrigued? Check out our how-to documentation on LearningStudio exams. We also have video guidance on all aspects of LearningStudio exam use. For example, here’s the video on creating exams: