LTSE Assessment@JCU Designing Alternative Assessment Guiding Principles

Guiding Principles

In accordance with the Academic Requirements Information Pack for Covid19:

  • There will be no face-to-face exams in TP1 2020.
  • Invigilated online exams will be supported only in specified circumstances.
  • Any changes to assessment must be clearly explained to students

As with all assessment at JCU, the principles of the Learning, Teaching and Assessment policy provides guidance on the design considerations for alternative assessment.

Reasonable adjustments will still be needed for students with health conditions, disabilities and injuries.

Policies and procedures that ensure students’ right to equity and fairness when undertaking the assessment components of their studies through Special Consideration, Supplementary, Deferred and Special Examinations remain in place.

Grading has been amended to support student success in challenging circumstances. (see student communication April 9 and FAQs)

Recommendations

As provided by the Irish National Forum for the Enhancement of Teaching and Learning in Higher Education

Some language adapted for JCU. Subject Coordinators can use the recommendations to consider reframing assessment in an online environment.

  1. Your starting point is the learning outcomes for the subject, the alternative assessment should align with these outcomes.

  2. Ensure students have sufficient skills to demonstrate their learning. They should have an opportunity, where possible, to trial any unfamiliar method, without grading.

  3. Students should be given clear comprehensive instructions on all aspects of the operation and completion of the online assessment, including such information on the required file formats and the number of attempts allowed for that assessment component.

  4. Students should be informed of all changes to assessment methods.

  5. The alternative assessment should require an equivalent effort on the part of the student, estimated, for example, by student effort hours on the assessment task, length of time or word count.

  6. Be aware that some students for a variety of reasons may have challenges engaging with online assessment. These students should be encouraged to self-identify in advance so that individual arrangements can be made.

  7. Students’ work will need to be judged having regard to the unfamiliar teaching and learning context that students will have experienced.

  8. Existing assessment criteria/rubrics may need to be adapted to align with the alternative assessment. It is important that these revisions are shared with the students and are used to support inter-rater reliability of multiple markers. Bear in mind that other markers may require some guidance and upskilling.

  9. Ensure secure recording and storage of online assessments.

  10. To minimise concerns about academic integrity, consideration should be given to the design and implementation of the alternative assessment.

Designing Alternative Assessment

Creating a Take-Home Exam (PDF)