Some Schools / Colleges already have pre-existing agreements in place for online proctored exams.
Examity had to suspend live proctoring services for faculty and students because of Covid-19 concerns for their proctors. They will notify students who were scheduled to take a test in the next few days to make them aware. Please visit https://examity.com/ for more information and any questions you may have regarding this tool. Examity has not provided a time-frame for when they will resume live proctoring. At this time, it is our recommendation to review the alternative exam options provided on keepteaching.tamu.edu. Additionally, based on correspondence from Examity, our recommendation is to not rely on this vendor to provide any live proctoring for the Spring 2020 term given the fluidity of the situation globally."
If you are in a School/College that centrally supports exams through ProctorU
UPDATE: March 22, 2020 - 5:00 CDT
, please reach out to your Dean’s Office for guidance.
Please note that online proctoring services such as Examity and ProctorU may not be able to handle the spike in demand experienced during this moment of disruption. We recommend that you devise alternative plans to promote academic integrity.
** Fees for online proctored exams should not be passed along to students. **
Because most do not have the option to use Examity or ProctorU, we have developed the following as you consider how to best assess your students’ work. Be mindful that the ways that we typically assess students aligns with a traditionally taught course. Because the course will conclude online, we may need to consider alternative methods of assessment.
Quizzes, Exams & Alternative Options
Option 1: Faculty-proctored Exam on ZOOM:
Faculty-proctored Exam to view up to 49 participants at one time in one screen (via ZOOM)
Please note ZOOM allows up to 300 participants at a time, but only 49 show up in one screen. You have to scroll to see the next batch of 49 participants.
Option 2: Written Take-Home Exam (submitted via Google Classroom)
Option 3: Oral Exam (via ZOOM)
Option 4: Assessment modified to Project Case Write-Up
- Faculty Observations (via ZOOM)
- Journaling or Self Reflection
- Laboratory Report
- Essay Sprints / One-Minute Essays
- Peer Feedback and Evaluation
- Presentation (via ZOOM)
- Video Projects or Digital Storytelling
If you find out that your department, school, or college does not have pre-existing arrangements in place with an online proctoring service, we suggest you consider strategies to reduce opportunities for academic dishonesty. Please consult the resources we have curated on this topic. See also Promoting Academic Integrity Online
Frank Dooley, Senior Vice Provost for Teaching and Learning at Purdue University, shared the following guidance with members of the Reinvention Collaborative.
Exams pose a particular challenge in a situation where everyone is on their own. The online format does not allow instructors the same ability to proctor exams as they have in class. In order to minimize incidents of academic integrity violations for online exams while still ensuring they accurately reflect student learning, consider the following principles in creating and modifying exams:
- Allowing exams to be open-book/source: Assume students will use resources while taking an exam, and even encourage them to do so. Try to ask questions that probe deeper levels of knowledge and understanding, enabling students to apply, assess, and evaluate concepts and facts in meaningful ways. Encourage students to share and cite where they get information from and what resources they use.
- Encourage students to collaborate/share questions and ideas: Students will likely work together when they are stuck or confused. You can encourage working in small teams and ask them to include who they work with and in what ways.
- Focus on solving problems while showing work and explanations: In many cases, students may get the same answer, but showing their work reveals meaningful differences in understanding. Sometimes there may only be a few ways to show work, so you may ask for brief prose explanations, or have students record a video of them talking through the process to solve a question.
- Use question pools: If you have short-answer or multiple-choice questions, create pools in your LMS so that students receive different sets of questions (this can also be done with essays and more complex questions).
- Use student-generated questions with explanations: Instead of trying to ensure everyone answers your limited number of questions on their own, ask every student to create their own question with an explanation of how it would assess a certain topic or skill in a meaningful way. You can also assign students to answer each other's questions and state whether those questions actually do assess these skills in appropriate ways.
- Ensure clarity in questions and prompts: Especially if your test is timed, your students may not have a chance to ask a question and get a response. It is vital that questions and prompts are clear to novices so your assessment measures what you want it to. Even if not timed, you do not want to be spending your limited time answering clarifying questions.
- Consider question formats leading to essays, videos, pictures, and other personal responses: If your class lends itself to it, having students express their learning through essays, videos, pictures, or other personalized forms of writing/speaking/communicating means that everyone needs to create their own. You can also have students post their responses for each other and assess each other's work through peer grading. Rubrics can help guide students as they develop such work, give each other feedback, and, of course, allow your teaching assistants and you a consistent method of assessment.
- Respect your own time: Most of these ideas take time to grade. Try to determine what is feasible in your situation, and use feedback-based or hand-grading intensive assessments sparingly. Also consider how much feedback students actually need/will use. Many times feedback can be created for the whole group based on common challenges or problems, as opposed to individual responses.