Voit lisätä twiitteihisi sijainnin, esimerkiksi kaupungin tai tarkemman paikan, verkosta ja kolmannen osapuolen sovellusten kautta. Halutessasi voit poistaa twiittisi sijaintihistorian myöhemmin. Lue lisää
To be clear, the correct response to testing in the all-online semester is to design tests that are open-book or where internet access is less useful. So focus on analysis/synthesis (read: essays) over fact-recall...rather than using invasive distance-proctoring methods.
At least, for history. But I have to imagine there are ways to reorient students from fact-recall to solving unique problems that are similarly resistant to quick google searches...I mean, except for programming, where quick StackOverflow searches *are* the skill being taught
Now, I'll admit, from a pedagogical standpoint, there are drawbacks. I like to include fact-recall in tests to give students who struggle with analysis a chance to earn credit for studying - that's harder to do in an online-test environment.
But going all-online midstream last semester actually let me 'test' my shift to online testing without invasive proctoring, because I had the same group of students. With an analysis-focused (read: essay) exam, I saw no big cheating score-jump last semester.
My first-test to second-test score rise was well within my normal expectations for an entirely in-person semester (because the second exam *should* have a higher average than the first, since students should be learning)...
...which suggests to me that the expanded opportunities for cheating didn't translate to higher scores for the cheaters. I'm not naive, I'm sure some of my students tried to beat the exam with google and wikipedia. But wiki can't write an essay for you.
Have to say, I invest a vast amount of energy in trying to get students *not* to do quick StackOverflow searches, which lead you badly astray if you don’t have a fair amount of base knowledge.
A Computer Science exam, as opposed to a lab or take-home project, has much more in common with a mathematics exam, and should be fairly essay-heavy to begin with. Your descriptions of what fact-recall is for in history resonated pretty strongly with my CS academic days.
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