[0:02] In this video we will talk about some of the unique challenges to implementing effective assessments online.

[0:10] Instructors of online courses face a more complicated task in assessing student learning because they have considerably less ability to control the environment in which the assessment takes place. In a physical classroom, it is relatively straightforward to limit or eliminate entirely student access to resources, such as the Internet or notes taken during class. However, students completing assessment activities in an online course are not nearly as restricted.

[0:38] For instance, they may have access to multiple computers and monitors, facilitating access to the internet and other digital resources like course notes. It is also possible students in present courses may have access to old exams from previous online courses.

[0:59] Students may also more access to human assistance. Individuals in different locations could conceivably collaborate or otherwise share information. While rare, it is even possible for someone to impersonate a student (usually at that student’s request).

[1:17] In short, instructors of online courses should assume students have access to more resources than they would in conventional face-to-face courses. Instructors, of course, can establish assessment parameters and expectations, but they should keep in mind that the temptation to ignore these policies may be too much for some students.

[1:40] Indeed, wayward test takers will find numerous resources online to aid and abet illicit assessment activity. This is not to say all students will give in to temptation; however, even strong and well-prepared students may worry that they are at a disadvantage because they fail to utilize every possible resource they can to perform well.

[2:08] You may have heard of software that is designed to limit cheating in online assessment, such as LockDown browser. Some of these tools, including LockDown browser, are available at UW-Whitewater. These tools certainly have their place, and can provide some measure of integrity in online assessment; however, instructors should be aware that they are not foolproof. For example, a student could simply open up a second computer or tablet while taking a quiz on their main machine. A quick Google search for “how to beat lockdown browser” will generate many results. This is not to say that tools like LockDown Browser have no place in online assessment, but rather to illustrate the potential dangers in relying excessively on software tools to combat cheating.

[3:02] You may be wondering, “If there are so many potential pitfalls in online assessment, how can we do it effectively?” Don’t worry; honest and effective online assessment is quite possible; indeed, the online environment actually opens may assessment doors through which instructors cannot travel when constrained by time and space in a physical classroom.

[3:27] The key is for instructors to orient themselves within a particular mindset and framework. As a general rule, do not focus on fighting or outsmarting students with online assessment. First, it is hard to do so. Students are resourceful! But, more importantly, it is not necessary. Instructors can design assessment instruments that are not easily hacked. That is, activities that are not easily searchable on Google, or activities that encourage unique answers generated by original thinking. Instructor may also wish to avoid multiple-choice assessments, or at least reimagine how they are designed. Further, instructors can take advantage of the fact that students have the World Wide Web at their fingertips and make online research the actual assessment. For example, one might imagine an activity where students must gather, organize, and interpret data. This assessment would be extremely difficult in a regular classroom, yet it is eminently doable in the online environment.

[4:39] At the same time, sometimes multiple-choice questions are necessary, or at least helpful, as when instructors have large classes or have extremely limited time to process assessments. The next video in this sequence will explore multiple-choice assessments online. With a little preparatory work by the instructor, they can still be effective!