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Tools for 鈥渢raditional鈥� test design

Depending on the level and size of your course (e.g., large, 1000-level survey course) and whether you have marking support (e.g., teaching assistants or hired markers), you may be somewhat limited in your assessment options. Often, assessments that allow for automatic grading are essential. Although this form of assessment tends to be more vulnerable to integrity offenses, there are steps that you can take to help deter student cheating.

Academic Technology Services (ATS) can assist in setting up exams and quizzes in Brightspace. Reach out to ATS via email (intech@dal.ca) with your questions or .

Brightspace quiz settings

• Use a self-generated question library and create pools of questions that are at a similar difficulty level and on the same topic. You can set Brightspace to randomly select questions from each pool, ensuring students don鈥檛 all receive the same set of questions.
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• Randomize answers for multiple-choice or multi-select questions. This helps prevent easily sharing answers (e.g., 1=C, 2=A).
  • In Brightspace, to randomize answer options in multiple-choice and multi-select questions, click the 鈥�randomize option鈥� box when creating your new question.
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• Randomize the presentation of the questions so each student gets the questions in a different order.
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• Limit the amount of time students have to complete their test.
  • The length of the stem and answer options (i.e., how long does it take to read) and the process required to derive the correct answer (e.g., completing a calculation) should be factored into your time allotment. Consider the time you had normally allotted for your face-to-face exams, but factor in time for tech-related elements (e.g., saving work, loading pages, troubleshooting, etc.)
    • To alleviate student concerns, consider giving them an example question with a running timer (or get them to time themselves). A time limit can intimidate students but they often over-estimate how long it actually takes to read and respond to a question.
    • Note: shortening the time may cause significant challenges for students with academic accommodations or those for which English is not their first language. Ask the Student Accessibility Centre staff members (access@dal.ca) for guidance.
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• Consider modifying question progression. Quizzes in Brightspace can be set to present one question at a time and to either allow or prevent backtracking. Many students prefer to be able to move back and forth through an exam鈥攖o skip a question and return to answer it later. However, this can create academic integrity issues for certain types of exams.
  • If you choose to present one question at a time and prevent backtracking, the more standardized your questions (multiple choice, one-word responses, right/wrong answers) the less time students should need to respond. Be clear to students how they should budget their timing (e.g., give them an estimate of time per question based on time allotment and number of questions for your exam).
  • If you choose to present one question at a time and prevent backtracking, it is useful and important to let the students know ahead of time that they will not be able to move back to previous questions. Emphasize that each question is a stand-alone assessment and is considered 鈥渃ompleted鈥� as they progress through the test.
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• Don鈥檛 release the answers/scores until after everyone has completed the assessment.
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Virtual proctoring

Virtual (or remote) proctoring involves the process of either video recording or observing live students completing online assessments. Typically, it involves the use of software that 鈥渇lags鈥� problem behaviour (e.g., eyes looking off-screen, leaving seat/desk, talking, etc.) for further consideration by the course instructor.

Although the use of virtual/remote proctoring may seem beneficial for reducing integrity offenses, there are a number of considerations to take into account, and in general, the use of virtual/remote proctoring is not recommended in most instances.

• The mere act of using a virtual proctoring platform for course assessments (i.e., a student鈥檚 awareness that they are being recorded during an assessment) is likely deter some cheating behaviour. However, it is also likely to increase test-related anxiety and stress for many students (honest and dishonest alike). It is therefore essential to consider your reasoning and whether the benefits outweigh the costs.
  
  
• If you鈥檝e used a virtual/remote proctoring system and following the completion of the assessment you suspect that a student has cheated, you can return to the video recording to see if there was any suspicious behaviour during the test session. However, keep in mind that the video may not offer any concrete evidence to clear or convict a student of an academic offense.
  
  
• It is important to consider that proctoring software can unfairly disadvantage students. The strict parameters for test-taking can be close to impossible for some students to achieve. For example, given the current working conditions of many remote students, many may not have access to a separate room with bare walls, no interruptions, no pets, no other sounds, etc.
  
  
• Virtual proctoring platforms are not foolproof. As a quick internet search will show, there are workarounds for all virtual/remote systems. Beyond the inevitable false positives (e.g., students looking at a clock to check time, may be flagged for 鈥渓ooking off-screen鈥�), these programs can miss many intentional attempts at cheating.
  
  
• At present, Dalhousie鈥檚 Academic Technology Services (ATS) provides use of, and support for, the virtual proctoring program Proctorio. For more information about the program and how to implement, contact intech@dal.ca.

Resources on online assessment design

University of Calgary has a six-part, open-access course on and a list of

Article on

Western University鈥檚