Keuzetool Toetsen

Often, you not only want to test knowledge, but its application too. This can be done in online exams, for example in the form of open-ended questions. Other options are open book exams or case study exams. Although these are less susceptible to cheating in their online form than exams with multiple choice questions alone, they are more labour-intensive. They are therefore more likely to be an option if you have help, such as a student assistant. You should therefore be realistic about what is possible in the time available.

Presentations, projects or products are often suitable for assessing application skills. Although presentations and interviews often take place face-to-face, they can also be carried out online using video conferencing software such as Zoom or Microsoft Teams. This saves travel time and costs for both students and examiners.

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Depending on the time and manpower available, it may still be too labour-intensive to only set open-ended questions at this scale.

Assessing presentations, projects or products can be very time-consuming, and may therefore not seem to be an obvious choice. However, their assessment can be made easier by dividing the students into groups. Peer feedback can then be implemented in a formative setting, so that students assess each other’s work. It may also help to have students record their presentations, so that you can assess them at a more suitable time and location.

Digital Assessment

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Tips for this assessment method

If the group of students is too large to be able to use lots of open-ended questions, you could use closed-ended questions with automatic marking. Examples are multiple choice questions, drag-and-drop questions or short essay questions. Note however that this makes it even more important to ensure that students cannot cheat.
In the case of open-ended questions, set a limit on the number of words, for exaple, or what the answer should include, to prevent long-winded answers.
If live proctoring is required, split the students into groups so that an examiner can be present in each breakout room.

Go to: Digital Assessment

Presentations

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Tips for this assessment method

Assessing presentations, projects or products can be very time-consuming, and may therefore not seem to be an obvious choice at this scale. However, the assessment in a formative setting can be made easier by dividing students into groups and/or implementing peer feedback, in which students assess one another’s work. It may also help to have students record their presentations, so that you can assess them at a more suitable time and location.
It may be a good idea to make video recordings. These can be reviewed later, for example if the examiner is still unsure of something, or by a second examiner. The student can also benefit from reviewing the recording, either on their own or together with an examiner, to reflect on their presentation or to discuss their assessment.
Divide the students into groups wherever possible so that they can give a group presentation, to reduce the time required for assessment.
In the case of formative assessment, use can be made of peer feedback.

Go to: Presentations

Portfolio

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Go to: Portfolio

Projects and products

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Tips for this assessment method

Divide the students into groups to reduce the time required for assessment.

Go to: Projects and products

Set a suitable time limit: too much time increases the risk of cheating, but too little time causes stress and reduces the validity of the exam results. See Van Berkel (1999) (in Dutch) for estimates of the time needed for different types of questions.
Emphasize the student’s ethical responsibility not to cheat.
Ensure good communication with the students.
- Be transparent about the online assessment process, so that students know what to expect. Let them know for example which personal details will be needed and what they will be used for, and what they need to have with them (e.g. a student card, telephone or camera).
- If online proctoring will be used, be clear about what the students can expect and what the rules are. Transparency about how the online proctoring will be implemented is essential. For more information, see the SURF online proctoring report: Surveilleren op afstand.
- You also need to let the students know about any technical requirements. At a minimum, students will need a stable internet connection. It is important to let the students know of any specific computer hardware requirements for the assessment software and to provide alternatives if this is not available.
Not every student has suitable living conditions with a quiet room to take an exam in. Where possible, offer an alternative, such as a room on campus that students can use.