Final Exams for Unusual Times

Concordia University Wisconsin Ann Arbor
Center for Excellence in Learning and Teaching
April 27, 2020

For a 40 minute video presenting most of these ideas on a Zoom call with faculty from the School of Business on April 24 click here.

Final Exams for Unusual Times

Stay the Course

If you have a final exam on your syllabus, keep some type of remote exam rather than change the assignment too much as of this point in the semester. There are many options for exams beyond the traditional timed, exam opened only during your course’s final exam time.

Many of our students are experiencing challenges with internet connections at home, some due to low bandwidth or many people using it at the same time. This article makes suggestions on all the options available, including alternatives that might not be as difficult or stress-producing for students with technology challenges.

Review your course learning outcomes and identify which outcomes your final exam will address. Remember to match the types of questions with the verbs used in your outcomes.  Review the outcomes your exam addresses with students during the final week of the course.

As always, after you develop your plan for your final exam, be sure to communicate that plan in advance with students in writing. The Registrar develops a final exam schedule that is communicated to all faculty. Faculty members may not change the date or time of their final exam, or the due date for a final project or paper.  The final must either be offered within the designated 2-hour time slot listed in the final exam schedule, or if converted into a take-home test, be due by that time.

Communicate with Students

Post information on your exam in your Blackboard course site as soon as you can. Indicate your expectations for the exam include time limits, whether or not students can use books, or notes, or not. Also indicate whether students are allowed to work together on the exam or if they are prohibited from doing so.

If you are using timed exams,  send a reminder the day before the exam and suggest students ask for support from others in their household during the test time to facilitate a good internet connection.  Students can  ask others to reduce use of a shared internet connection during the time of the test. Include suggestions for minimizing distraction such as: find a private space, close the door, ask others to leave them alone, silence notifications and cell phones. Remind students also of your expectations communicated in your Blackboard site.

Connect with the Academic Resource Center on any accessibility or accommodation issues or testing needs for students with accommodations.

CUW https://www.cuw.edu/academics/services/student-academic-resources/academic-resource-center/index.html

CUAA https://www.cuaa.edu/academics/services/student-academic-resources/academic-resource-center/index.html

Conventional Wisdom suggests that exams are to be offered in secure environments to prevent cheating.  In other semesters, it has been easier to create such an environment by giving exams in a physical classroom.  This semester, we are forced to make alternative plans for final exams.

For remote tests in Blackboard, the most secure option is proctoring with Respondus Monitor. This requires students to download and use Lockdown Browser and have a video camera and microphone attached to their computer. The browser students use to access the exam in Blackboard does not allow the student to open other windows or copy or print.  Faculty should notify students at minimum one-week before the test so students can download the software and be ready. Faculty should include a practice test using Monitor in the Blackboard site to facilitate student preparation.

Details on Respondus Monitor include a recorded session from March located here along with the handout. Information to share with students is here

Features of Tests in Blackboard

Remote tests in Blackboard not using Respondus Monitor can also use be secured through test features.

  • Overall time limits can be used to prevent students from looking up a great number of the answers.
  • Individual questions cannot be timed, but a test can be split into parts, each with its own time limit.
  • Randomize test questions and/or randomize multiple-choice responses.

Instructions for creating a Blackboard test are located here Advance to about 25% of the way into the recording. More information about Blackboard tests is available on the CELT blog.

Use Zoom to Observe Students Taking the Test

If you are offering your test during a short window, students could take the exam in Blackboard while also connecting with you and the class on Zoom. You can see everyone on the same Zoom window if you have no more than 25 students.  You will not be able to see if they have papers or notes, but if you have prohibited those, this option will give you the opportunity to observe their faces.  Some students may feel heightened anxiety at “being watched.”

Using Zoom on a Second Device to Observe Students Taking the Test

If students have a second device like a phone, they could prop it up so that it observes their keyboard and work area during the exam.

Unconventional Wisdom in these times suggests using alternate, non-timed exam formats that still effectively evaluate student learning.  Check out these five reasons not to use timed exams at this time

  • Open-book or Take-home test – Convert your final exam to an open-book or take-home test. Adjust your exam questions to accommodate a longer time to work on the exam, but don’t make it a test-and-a-half. Be sure that the questions aim at higher levels on Bloom’s taxonomy, lining up with course-level outcomes. For example, you could use case studies or ask students to respond to a problem using particular critical thinking strategies you have taught.  You could request that references to course resources and supporting evidence be included.
  • Alternative Blackboard Assignment: Create a take-home exam with prompts that students write to in a word document. Make the exam available during the last week of class. Then create an Assignment (dropbox) in Blackboard so students can upload their responses. If you are using a percentage-based Grade Center, you may need to adjust it.  For example, students could be asked to identify and explain five critical concepts learned in your class, supported with evidence and citations.

How to Get Help

Zoom

If you need help with accessing or using Zoom, call the HELP Desk at x4357 or e-mail ithelpdesk@cuw.edu

Blackboard

If you need help with Blackboard, additional information is available Here or contact the Center for Excellence in Learning and Teaching (CELT) at celtsupport@cuw.edu (provide information on what you are hoping to do) or call 262-243-2358, and leave a detailed voice message if no one is available.

 

For More Information:

IDEA Paper #76 Writing Better Essay Exams https://www.ideaedu.org/idea_papers/writing-better-essay-exams/

Waterloo University Tips for Writing Exam Questions https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-characteristics-suggestions

Rutgers University’s specific, practical tips for going open-book in quantitative courses: https://sasoue.rutgers.edu/teaching-learning/remote-exams-assessment#special-advice-for-open-book-assessment-in-quantitative-courses

Indiana University Bloomington’s suggestions for adapting assessments:

https://citl.indiana.edu/teaching-resources/assessing-student-learning/alternatives-traditional-exams-papers/index.html

UC Berkeley’s list of ideas for alternative assignment types:

https://teaching.berkeley.edu/resources/improve/alternatives-traditional-testing

University of Wisconsin Extended Campus: Unproctored Online Assessments

https://ce.uwex.edu/wp-content/uploads/2016/03/UnproctoredAssessments.pdf

Supporting Student Mental Health During COVID-19

Link to recording of Concordia session April 14, 2020 with Anne Spahr (Counseling) and Elizabeth Polzin (Student Success) Link to Power Point slides.

In this time of uncertainty and constant COVID-19 health concerns on the rise, students may be experiencing feelings of anxiety and stress. In addition to our world pandemic, students have also made the sudden shift to virtual and online learning causing abrupt change in schedules, learn­ing environments, and support systems. These changes are stressful. In this recording, the presenters talk about some of what  students are facing now, and how you as a faculty mem­ber, can support your students.

Resources for Supporting Student Mental Health

If a student needs immediate support

On the Mequon Campus, refer a student to the Good Samaritan Team https://www.cuw.edu/life/residence-life/student-resources/good-samaritan.html

On the Ann Arbor Campus, refer a student to the Behavioral Intervention Team https://www.cuaa.edu/life/residence-life/behavioral-intervention-team.html

Online Resources of Interest

Stress and Coping During COVID-19: Centers for Disease Control (CDC):

https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html

Coping with Stress During Infectious Disease Outbreaks: Substance Abuse and Mental Health Administration:  https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4885.pdf

Living with Worry and Anxiety Amidst Global Uncertainty: Psychology Tools

https://www.psychologytools.com/assets/covid-19/guide_to_living_with_worry_and_anxiety_amidst_global_uncertainty_en-us.pdf

Creating a Culture of Caring from Association of College and University Educators (ACUE)

https://community.acue.org/blog/creating-a-culture-of-caring/

Hope Matters by Mays Imad,  Inside Higher Education, March 17, 2020 https://www.insidehighered.com/advice/2020/03/17/10-strategies-support-students-and-help-them-learn-during-coronavirus-crisis

Trauma Informed Pedagogy with Dr. Mays Imad, Pima Community College, March 26, 2020

This webinar examined the impact of traumatic experiences on students’ learning and strategies that can be used to mitigate this impact and improve educational outcomes. View the recording here and the slides here.

Authentic Teaching and Connected Learning in the Age of COVID-19 by Harriet L Schwartz

https://www.scholarlyteacher.com/post/authentic-teaching-and-connected-learning-in-the-age-of-covid-19

Article Collection: Coping with Coronavirus: How Faculty Members Can Support Students in Traumatic Times. The Chronicle of Higher Education. Request free access at https://connect.chronicle.com/CHE-CS-WC-2020-CVCollection-Faculty_LP.html

Publisher or Predator? Evaluating and Choosing Academic Journals for Scholarship

Publisher or Predator? Evaluating and Choosing Academic Journals for Scholarship
with Elaine Gustafson, Library

Thursday April 2, 12:10 – 1:00pm

Are you ready to publish your research and looking for some guidance on journals? Join Elaine Gustafson, the Instruction, Reference and Research Support Librarian for tools and tips to increase your chances of article acceptance by identifying the best journals to submit your work. She will also share tips for avoiding predatory journals and understanding open access publishers.

Presentation slides: Library Resources for Faculty Scholarship Elaine Gustafson April 2, 2020

Concordia Faculty Seminar: Driving Wellness Home with Travis Suss

Concordia Faculty Seminar: ‘Driving Wellness Home’ to Improve Rural Geriatric Health, Education and Faculty Career Development: The Story of the Geriatric Academic Career Award

Presented by Travis Suss (Pharmacy)

Wednesday April 1, 12:15-1:00pm

Introduced by Rachel Heil (ORSP) and sponsored by the Office of Research and Sponsored Programs (ORSP)

Travis Suss will describe the ‘Driving Wellness Home Project’ (an interprofessional home health assessment collaboration between CUW faculty and Fresh Meals on Wheels of Sheboygan County) and the proposal for this project’s expansion through the HRSA Geriatric Academic Career Award (GACA) grant.  I will share some background on the GACA, how the grant proposal was developed, and the current status of the project.

Concordia Faculty Seminars are informal interactive presentations and conversations on faculty and staff projects including grants, research, and service designed to promote scholarship, spark new ideas, provide opportunities for meaningful discussion, and increase collaboration. Faculty, staff and students are welcome at attend.

Session Recording: https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5f1c2ec7-9d29-442d-a1f8-ab9e015a13cc

PowerPoint: GACA CELT Presentation_4.1.2020

Christian Faith: Meditation on God’s Word with Jason Soenksen

Christian Faith: Meditation on God’s Word with Jason Soenksen

Wednesday April 15, 12:10-1:00pm

This series, related to our Christian Faith Global Learning Outcome, is for faculty and instructional staff.

In modern American society, meditation denotes a spirituality that looks within ourselves. In contrast, the ancient Christian practice of meditation is focused on the Word of God, which comes from outside of us. The Spirit of God works through the words of Scripture to reveal Christ and His work, the central Word of Scripture. In this presentation, Jason Soenksen will leads us in a discussion of the Christian practice of meditation on Scripture. Please join us as we consider how God speaks to us in His Word and the transformative power of meditating on His message.

Session Recording: https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3725d330-897d-4893-8548-ab9e012bd2ae

Zooming Along: Best Practices for Teaching Via Zoom

Zooming Along: Best Practices for Teaching via Zoom with Kate Robertson and Susan Gallanis

Dates (All sessions address the same content):

  • Tuesday April 7, 3:00 – 4:00 pm Central Time
  • Wednesday April 8, 3:00 – 4:00 pm Central Time
  • Thursday April 9, 10:00 – 11:00 am Central Time

This program focuses on three key areas: the importance of frontloading and intentionality in the Zoom teaching world; engagement and attendance strategies; and the importance of “hitting pause” throughout the class session to give students time to consider what they are learning. We will demonstrate how some of the Zoom tools can be used to address learning goals and incorporate your questions as well.

PowerPoint: Zooming along final

Sample Order for the Day: Order of the day on Zoom

Archived Recording: https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6a09c4d8-e83b-4474-9d92-ab98012d74ce

The Virus Behind COVID-19 – April 9, 2020

The Virus Behind COVID-19 with Justin Speck, CUW Science Faculty, Microbiologist

Thursday April 9, 12:10pm Central to 1:00pm Central via Zoom

This session will include an introduction to basic virology, a history of coronavirus infections, and describe the epidemiology behind this outbreak. Also included are the physiological effects of COVID-19 on the respiratory system, and basic methods for infection prevention.

PowerPoint: Justin Speck COVID-19 PPT April 9, 2020

Archive Recording: https://cuwaa.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3a8cb626-e5f2-4d6c-9d6d-ab98013561e8

Updates and Reminders: Instructional Continuity Portlet

Below are updates and reminders related to resources posted on the Instructional Continuity portlet on the CUWAA portals (mycuw.edu, mycuaa.edu). Updates are divided by Blackboard and Zoom and are in date order, most recent on top.

Blackboard and Respondus

April 14, 2020

Respondus Help Center for Students

The Respondus Help Center is in addition to the technology assistance provided by the Concordia IT Help Desk.

Once Respondus LockDown Browser is installed on the computer, students have access to the Respondus Help Center that includes an option for live chat with Respondus Technology Support (available 24/7).

Before beginning a test, or after submitting a test using Respondus, the Help Center icon appears at the top of the Respondus Browser. Please see document below for details. Please share with students.

Respondus Help Center for Students

April 3, 2020

Time Zone Adjustments Needed in Blackboard

The Blackboard servers use the Central Time Zone. If an instructor is located in a different time zone, such as Ann Arbor (Eastern Time Zone) and needs to set a specific time that an assignment or test is due, opens, or closes, the instructor must take into account their time zone and adjust accordingly. Please see this document with examples that show how to make  the needed adjustments: Time Zone Adjustments Needed in Blackboard

Zoom

April 13, 2020

Zoom Product Updates: New Security Toolbar Icon for Hosts, Meeting ID No Longer Displayed

The next time Zoom is opened, faculty and staff will be prompted to update the Zoom app. Most faculty/staff will be able to complete the update without assistance. Contact the IT Help Desk if you are unable to complete the update.

After faculty/staff update Zoom on their computer, meeting hosts will see is an option in the Zoom meeting controls called Security. This new icon simplifies how hosts can quickly find and enable many of Zoom’s in-meeting security features.

Visible only to hosts and co-hosts of Zoom Meetings, the Security icon provides easy access to several existing Zoom security features so you can more easily protect your meetings.

By clicking the Security icon, hosts and co-hosts have an all-in-one place to quickly:

Various security settings in the Zoom client, while extremely useful, were also extremely scattered. The addition of this persistent Security icon helps augment some of the default Zoom security features in your profile settings and enables Zoom users to more quickly take action to prevent meeting disruption.

The Security icon replaces the Invite button in the meeting controls. The Invite button has been moved to the Participants panel, and hosts can add additional guests there.

April 1, 2020

Issue: Participants Cannot Hear Audio When a Video is Played

Solution: When you share your screen, make sure to click Share Computer Sound (see bottom left of image).

Note: When showing video based content, i.e. YouTube, Vimeo, etc., also check “Optimize for Full-Screen Video clip”.  By doing so, you will increase the frame rate of the video playback and will allow for smoother playback.

 

March 30, 2020

Update to Zoom Default Setting for Screen Sharing
Zoom has recently adjusted the default setting for screen sharing, so that only hosts can screen share. If you want participants to share their screen (such as for a student presentation), when you are in a Zoom Meeting, follow these steps:

  1. Click on the up arrow at the right of the “Share Screen” icon in the Zoom controls.
    (If you do not see the arrow, share your own screen, then click stop share.)
  2. Click on “Advanced Sharing Options”
  3. On “Who Can Share” click on “all participants.” Keep the third setting at “only host.”
  4. Click the x in the upper right of the dialog box to close it.

 

If desired: You can also change this setting in your CUWAA.ZOOM.US profile by following these steps:

  1. Log into your profile at CUWAA.ZOOM.US
  2. In the navigation panel, click Settings.
  3. Under In Meeting (Basic), scroll down to Screen Sharing heading
  4. Switch on the option for All Participants.

Downloadable PDF with screenshots: Update to Zoom Default Setting for Screen Sharing

Pregnant and Parenting: Supporting Our Students

This program was presented at Concordia University Wisconsin, Mequon campus on Monday March 9, 2020. Below is program description and resources.

Pregnant and Parenting: Supporting Our Students
Monday March 9th, 2020  12:10 to 1:00pm Lakeshore Room, Mequon Campus
With Elizabeth Polzin (AVP – Student Success), Jan Chapman (Director, ARC), and Amber Schiessl, Director of Graduate Enrollment. Introduced by Mercedes Fisher.

This program is for faculty and staff.

Today’s students include many who are “post-traditional” in at least one respect, such as students who are veterans, parents, 25 years of age or older, or work full time while attending school. These students are undergraduate as well as graduate students, and may be found on campus, online and in our accelerated programs. Nationally, 26% of all postsecondary students in the U.S. are parents (PPNI, 2018) https://pnpi.org/post-traditional-students/

During this session, we will consider how to support and encourage success among students who are pregnant and parenting. Topics include policies and resources for pregnant students, resources for student parents, stories from student parents, and effective institutional and instructional practices that support pregnant or parenting students. Free lunch is available for the first 20 faculty and staff who register.

This is the first in a series of quarterly Lunch ‘n Learns focusing on strategies to align post-traditional learners with students success. Post-traditional learners have been a growing presence in America’s postsecondary education institutions since the late 1970s and now makeup close to 60 percent of enrolled undergraduates. Post-traditional learners are students who frequently must balance life, work, and education. These students are typically ages 25 and older, care for dependents, are veterans or in the military, and work full time while enrolled.

For more information on this program, contact Elizabeth Evans, Director of CELT at X 4283 or elizabeth.evans@cuw.edu

Resources:

Concordia University Policy Pregnant and Parenting https://www.cuw.edu/about/offices/title-ix-sexual-harassment-policies/_assets/PregnantParentingStudentsPolicy.pdf

Building Family-Friendly Campuses: Strategies to Promote College Success Among Student Parents from American Council on Education  https://www.higheredtoday.org/2017/06/12/building-family-friendly-campuses-strategies-promote-college-success-among-student-parents/

Pregnant and Parenting PPT March 9, 2020

Concordia Library Resources – Spring 2020 Updates

Greeting from Rincker Memorial Library!
Some new resources as we approach mid semester.

#1 New APA Manual 7th Edition Resources

Recorded webinars are available from the Choice YouTube channel:

Creating References Using Seventh Edition APA Style
What’s New in APA Style—Inside the Seventh Edition of the Publication Manual of the APA

NEW CUW Library Help Guide: CUW APA Citation Style Guide (7th ed).

#2 New Video Tutorials
A number of new video tutorials are now available:
Business Scholarly Articles
Find Company Information
Education Scholarly Articles
Find Print Journals
Interlibrary Loan
Find Books of the Shelf

Need a different video? Send new video tutorial requests to elaine.gustafson@cuw.edu

#3 New Video Playlist

Looking for a short instructional video about source types or the research process? We’ve created a new playlist of high quality videos from other colleges and universities which are Creative Commons Licensed and free to link in Blackboard or share with your course during class.
Videos for Instructors Playlist