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Jayne

thank you for writing:
'weighting existing assessment and cancelling exams? Or assessing only the learning outcomes which can easily be assessed through an online format  and having students pick up the rest of them later in the programme (not an option for graduating students, of course!)'

You are totally right.
Obviously many institutions are still unrealistic about this switch. It is not for a few weeks, but months. It will not be 'continuation', just 'emergency learning mode'. Some of our students or someone in their family or ourselves are going to get sick. Many of our students have gone back home to be with their families and are in lock-down countries with limited access to technology and WI-FI.

Whatever learning our students do manage in this situation, can we find easy ways for them to evidence it? And accept that academic rigour will be somewhat limited at this point in time?
I think it is very unfair in this situation to keep exams on the agenda - they produce enough anxiety under normal circumstances, imagine what anxiety they will produce now.

We have:
extended all L6 deadlines until Sept
asked each Unit leader to review their assessment and identify which outcomes are feasible in e-learning mode (and do a reasonable summative assessment for those in June)
leave the other outcomes for later on, perhaps integrating them into another Unit, or into next year learning

Every unit is going to be reviewed, some are going to be postponed to Sept altogether.
Our students must prioritise their wellbeing, not our courses, can we be compassionate and reasonable?
Sorry, I feel very strongly about this and glad to see our senior managers do too.

With very best wishes
Virna 
 




On Wed, 18 Mar 2020 at 13:15, Pearson, Jayne <[log in to unmask]> wrote:

HI all,

 

At KCL, many of our faculties are considering a 24 hour Turnitin submission ( or Moodle Assignment). The exam paper would be uploaded for students to access. This allows somewhat for the fact that students may need to manage their time and space. It does not account for the students who do not have access to devices, although our team are working hard to supply these.

 

There is concern about the extent to which Turnitin file size limits will allow things like photos/screenshots (of technical drawings, equations), although these could be submitted separately with professional services support.

 

I am also wondering whether any of your institutions are considering alternative options such as those suggested by Sally and kay in their document, e.g. weighting existing assessment and cancelling exams? Or assessing only the learning outcomes which can easily but assessed through an online format  and having students pick up the rest of them later in the programme (not an option for graduating students, of course!). Furthermore, has there been communication from external professional bodies on how things like OSCEs etc would work?

 

Best,

Jayne

 

 

From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> On Behalf Of Nick Hillman
Sent: 18 March 2020 13:03
To: [log in to unmask]
Subject: Re: Alternatives to on site assessment when universities are affected by Coronavirus

 

Hi Rosie

 

This is exactly the question we are pondering at present.  I am thinking 50% more time, so a 2-hour face to face exam becomes a 3-hour 'Turnitin submission exam'.

 

We are trying to get all these details finalised this week, and will then communicate fully to students next.

 

Would welcome anyone else's thoughts on this one.

 

Nick

 

Nick Hillman

Deputy Academic Principal

 

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From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Rosie Greenslade <[log in to unmask]>
Sent: 18 March 2020 12:47
To: [log in to unmask] <[log in to unmask]>
Subject: Re: Alternatives to on site assessment when universities are affected by Coronavirus

 

Hello All

 

Thank you first and foremost for all the helpful advice and resources.  

 

I wonder if anyone has any ideas of experience with moving exams to off-campus open book assessment.  Is there an easy equivalency in time replacements?  So, for a one hour exam you would give how long?  We’re also thinking it may need to be longer given the circumstances and flexibility we need to give students and in consideration of differing levels of access to technology.

 

If anyone has examples of this, we’d really appreciate hearing.

 

Thank you,

Rosie

 

From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Brown, Sally
Sent: 13 March 2020 15:30
To: [log in to unmask]
Subject: Re: Alternatives to on site assessment when universities are affected by Coronavirus

 

Now with attachment: moral don't send an important email when answering the phone!

 

Best wishes

Sally Brown

NTF, PFHEA, SFSEDA

Emerita professor at Leeds Beckett University

Visiting professor at Universities of Plymouth, Edge Hill and Liverpool John Moores.

 

From: Brown, Sally
Sent: 13 March 2020 15:07
To: [log in to unmask] <[log in to unmask]>; [log in to unmask] <[log in to unmask]>
Cc: [log in to unmask] <[log in to unmask]>; Grunefeld, H. (Hetty) <[log in to unmask]>; Pickford, Ruth <[log in to unmask]>; Michelle Morgan <[log in to unmask]>; Debbie Holley <[log in to unmask]>; [log in to unmask] <[log in to unmask]>
Subject: Alternatives to on site assessment when universities are affected by Coronavirus

 

Dear Colleagues

Apologies for cross posting

This is a resource Kay Sambell and I have been working on to help people think about alternatives to face-to-face assessment  where universities are closing due to Coronovirus and having to cancel on site assessments.

Thanks to everyone who has contributed via the #LTHEchat and other means in helping us assemble this

 

We share it here in the hope that it is useful to some of you. Please regard it as an Open Resource that you are free to modify and share : it would probably be of  most value to you if you cut and paste the bits that are useful, chuck out the bits that are not useful, customize your examples where you use different platforms from the ones we mention, add links to their specific guidance  and add in links to your own university's regulations plus any specific contingency plans you have made.

 

If you have any suggestions about how to improve it further, please do let me know, and if you  use it, it would be kind if you acknowledge us

 

Yours in the spirit of collegiality in a time of crisis

 

Best wishes

Sally Brown

NTF, PFHEA, SFSEDA

Emerita professor at Leeds Beckett University

Visiting professor at Universities of Plymouth, Edge Hill and Liverpool John Moores.

 

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