THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS

Holland, Paul; Mason, Laura

doi:10.21125/edulearn.2022.1338

Conference Paper/Proceeding/Abstract 698 views

THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS

Paul Holland, Laura Mason

EDULEARN Proceedings, Pages: 5682 - 5682

Swansea University Authors: Paul Holland, Laura Mason

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DOI (Published version): 10.21125/edulearn.2022.1338

Abstract

During the Covid-19 pandemic, the ways in which universities assessed their students broadened to include more online approaches. Emerging from the pandemic many academic staff would like to retain the online assessment practices they have developed for a multitude of reasons. Online exams and open...

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Published in:	EDULEARN Proceedings
ISBN:	978-84-09-42484-9
ISSN:	2340-1117
Published:	IATED 2022
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa60556
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first_indexed	2022-07-20T12:26:36Z
last_indexed	2023-01-13T19:20:46Z
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spelling	2022-08-19T13:49:06.8084898 v2 60556 2022-07-20 THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS 9c7eea4ea9d615fcbf2801a672dd2e7f Paul Holland Paul Holland true false ef88a9ba99af7706e3e80e418f482e0a 0000-0002-9679-7063 Laura Mason Laura Mason true false 2022-07-20 EEEG During the Covid-19 pandemic, the ways in which universities assessed their students broadened to include more online approaches. Emerging from the pandemic many academic staff would like to retain the online assessment practices they have developed for a multitude of reasons. Online exams and open book assessments provide additional opportunities for innovative assessment. For example, the ability to be able to use other applications or online resources during the exam can test a student’s ability to apply subject-specific knowledge in an authentic manner more reflective of professional practice. Other benefits include maximising the modern learning management systems functionality where quiz engines enable the application of different types of questions, some of which can be automatically marked to help academics cope with large cohorts. Of course, the most obvious benefits of online exams relate to the removal of the need for the exam hall and in-person invigilation such that exams can be administered without geographical limits enabling flexibility and virtual mobility.One of the biggest drawbacks to online assessment is the concern about academic integrity and the opportunities for often unwanted student collaboration through back-channels or the use of commissioning websites or contract cheating. Many academics have encountered the difficult experience of exam papers appearing on such websites after online exam papers are released. There are well-known solutions to improve the robustness of online exams that have been employed to good effect to reduce the opportunities for academic misconduct.In this work, we focus on one of the more substantiated approaches to avoid the opportunity for academic misconduct. The design of questions that test higher-order thinking and therefore mastery of a subject in combination with time-limited exams. We give practical examples from engineering and sport and exercise sciences disciplines where exam questions have been adapted to directly use or require the use of higher-order actions verbs described in Bloom’s taxonomy resulting in improved student learning and positive feedback. We conclude by reflecting on how changing the nature of exam questions also drives the pedagogic approach to teaching and drives more active and reflective teaching practices. Conference Paper/Proceeding/Abstract EDULEARN Proceedings 5682 5682 IATED 978-84-09-42484-9 2340-1117 19 7 2022 2022-07-19 10.21125/edulearn.2022.1338 COLLEGE NANME Electronic and Electrical Engineering COLLEGE CODE EEEG Swansea University Not Required 2022-08-19T13:49:06.8084898 2022-07-20T13:15:20.8314171 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Electronic and Electrical Engineering Paul Holland 1 Laura Mason 0000-0002-9679-7063 2
title	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS
spellingShingle	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS Paul Holland Laura Mason
title_short	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS
title_full	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS
title_fullStr	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS
title_full_unstemmed	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS
title_sort	THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS
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author_id_fullname_str_mv	9c7eea4ea9d615fcbf2801a672dd2e7f_*_Paul Holland ef88a9ba99af7706e3e80e418f482e0a_*_Laura Mason
author	Paul Holland Laura Mason
author2	Paul Holland Laura Mason
format	Conference Paper/Proceeding/Abstract
container_title	EDULEARN Proceedings
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publishDate	2022
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doi_str_mv	10.21125/edulearn.2022.1338
publisher	IATED
college_str	Faculty of Science and Engineering
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description	During the Covid-19 pandemic, the ways in which universities assessed their students broadened to include more online approaches. Emerging from the pandemic many academic staff would like to retain the online assessment practices they have developed for a multitude of reasons. Online exams and open book assessments provide additional opportunities for innovative assessment. For example, the ability to be able to use other applications or online resources during the exam can test a student’s ability to apply subject-specific knowledge in an authentic manner more reflective of professional practice. Other benefits include maximising the modern learning management systems functionality where quiz engines enable the application of different types of questions, some of which can be automatically marked to help academics cope with large cohorts. Of course, the most obvious benefits of online exams relate to the removal of the need for the exam hall and in-person invigilation such that exams can be administered without geographical limits enabling flexibility and virtual mobility.One of the biggest drawbacks to online assessment is the concern about academic integrity and the opportunities for often unwanted student collaboration through back-channels or the use of commissioning websites or contract cheating. Many academics have encountered the difficult experience of exam papers appearing on such websites after online exam papers are released. There are well-known solutions to improve the robustness of online exams that have been employed to good effect to reduce the opportunities for academic misconduct.In this work, we focus on one of the more substantiated approaches to avoid the opportunity for academic misconduct. The design of questions that test higher-order thinking and therefore mastery of a subject in combination with time-limited exams. We give practical examples from engineering and sport and exercise sciences disciplines where exam questions have been adapted to directly use or require the use of higher-order actions verbs described in Bloom’s taxonomy resulting in improved student learning and positive feedback. We conclude by reflecting on how changing the nature of exam questions also drives the pedagogic approach to teaching and drives more active and reflective teaching practices.
published_date	2022-07-19T04:18:46Z
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THE ADVANTAGES OF TESTING HIGHER-ORDER THINKING IN ONLINE OPEN BOOK ASSESSMENTS

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