Assessment Formats

Definition and Function:

A Take-Home Exam (THE) does not necessarily have to be digital. Digitally conducted take-home exams can vary both technically and didactically: The time frames range from just one hour to a few days. The submission format ranges from the submission task option, which is submitted via upload, e.g., via email, to the use of Learning Management Systems with free text and multiple-choice questions (online exam) (as mentioned in HFD 2021). At UHH, both options are available to you in OLAT and Moodle.

When are THEs particularly suitable?

THEs are particularly suitable when no examination rooms are available or when students have already gained experience with Learning Management Systems and their types of tasks. They are also suitable for concluding a digital semester in order to build learning and teaching content on each other in the sense of constructive alignment. Due to the extended processing period for submission tasks, complex tasks can be set that, even with the use of additional resources, reach higher levels of learning objectives.

The further advantages and disadvantages of a THE largely correspond to those of an E-exam. However, due to the 'de-bordered' examination room, lack of control, and the long processing time, attempts at deception may occur, which can be manifested in the sharing of answers.

Definition and Function

An electronic exam (E-Exam) is the digital counterpart to a written paper exam. It is typically conducted on mobile devices such as tablets or notebooks or in stationary PC pools and test centers.

Unlike other e-assessment formats, the E-Klausur is a legally defined term within examination regulations. The distribution, execution, and processing of the exam must occur within the same information technology system, such as Moodle or OLAT (HFD 2021).

How can electronic exams be used effectively?

Electronic exams are particularly suitable for large cohorts. For tasks that can be automatically evaluated, the efficiency in grading is highest. To gain a didactic advantage in examinations, it is also advisable to assess higher learning objectives with various types of tasks and to incorporate media.

Advantages:

• Integration of media is possible, especially graphics, photos, videos, for example, to visualize processes.
• Reduced correction and evaluation time due to automatic assessment which allows for immediate feedback.
• Elimination of distribution channels (printing, distributing, collecting).
• Inputs can be revised as often as needed without quality loss.
• Improved objectivity in interpretation: manual corrections of free-text questions can be conducted consecutively for all users.
• Holistic assessment possible: integration of formative and summative assessments through the Learning Management System.
• Minimization of cheating attempts through, for example, randomizing the order of questions.

Disadvantages:

• Longer preparation time; a mock exam should also be considered.
• Risk with automatic evaluation that feedback may remain on the correct/incorrect level.
• Designing a didactically sophisticated questionnaire can take some time.
• Compatibility with examination regulations is not always ensured.

Definition and Function

Video chat is a way to organize oral examinations digitally. Using a video conferencing tool and a webcam, you can ask questions to the examinee in real time. The time requirements set out in the respective examination regulations apply. In addition to the examiner, an observer must be present to adhere to the six-eyes principle. A protocol is also created in this case.

How can video chats be effectively used for oral exams?

This examination format is particularly suitable when the participants cannot be present at the same location simultaneously.

Advantages:

• Can be organized with spatial and temporal flexibility.
• Direct real-time communication allows for immediate interaction.
• No additional time (or potentially financial) expenditure if travel can be avoided.

Disadvantages:

• Organizational effort: requires a neutral observer, legal considerations.
• Technical effort: necessary infrastructure must be in place; a preliminary test of the video conferencing tool is recommended.

Definition and Function:

We understand self-assessment as an umbrella term for various assessment formats that allow learners to evaluate, test, and assess themselves. These can include quizzes, live polls, or digital flashcards. They are often automatically evaluated, so students receive immediate feedback.

When are self-assessments particularly suitable?

Self-assessments are particularly suitable for diagnostic or formative examinations. Before a teaching unit or course of study, students can check whether they meet the prerequisites. During an event, the learning progress can be assessed, and immediate feedback can influence the learning process. As an instructor, you can recognize gaps and, in the sense of teaching on demand, respond to the needs of students in subsequent learning units.

Definition and Function

E-portfolios are electronic collections that include various digital media and learning artifacts. The goal is to assess competencies and reflect on the student's own learning process.

How can e-portfolios be used effectively?

E-portfolios are particularly useful when the developments of a learner need to be made visible within a course (course-accompanying e-portfolio) or over a longer study period (study-accompanying e-portfolio).

Depending on the purpose and objectives, three forms of e-portfolios can typically be distinguished:

Assessment: This focuses on meeting formal requirements.
Development: The focus is on tracking a learner’s development over an extended period.
Presentation: Selected works are presented to an audience.

Advantages:

• Independent compilation of materials by the student.
• Flexible work: can be changed at any time or annotated with comments.
• Reflection: Selecting, analyzing, and describing the materials can contribute to the development of learning strategies and media literacy.
• Documentation of the study progress and student's development.
• Various levels of visibility are possible (from access for all interested parties to a private learning diary).
• Comparison and feedback from other classmates are possible.

Disadvantages:

• Requires a higher level of technical skills.
• High time investment for creation and support.
• Too specific guidelines from the instructor can hinder reflection.
• Collecting materials can lead to blind accumulation of content.
• Risk of becoming caught in a thought spiral due to excessive reflection.