1 Changes in testing and administration formats
There are many factors to consider before you can make responsible decisions about testing.
On this page you will find an overview of the most important consequences for the most commonly used test formats. View the pages for each test format for more details. In addition, we list the most important principles from the memo. The exact details can also be found on the pages for each test format.
Scroll down for more information.
An overview of the key points
Soon we will upload a decision tree. The decision tree helps to determine how you can adapt a test format to an alternative format. The ‘Updates’ page states if and when this change has been made.
Permission for recording is not required
Contrary to permission for recording classes, permission is not required for recordings tests, presentations etc. Under these exceptional circumstances, the legally legitimate reason for testing or recording online is the so-called justified interest of the university of applied sciences. The online test replaces the traditional physical format of oral (practical) testing or the adapted format of written tests. There are, however, options for students to still come to the university of applied sciences for a test; see also the Corona update of 3 April 2020 (‘extra study places’). Please note: offering an alternative test format is not allowed.
Postpone as few tests as possible
Postponing tests has negative consequences at a later stage. It increases the testing pressure for students, which can lead to more students experiencing a study delay. It also places a burden on lecturers and the organisation of the tests. Postponing tests should therefore be avoided as much as possible, even if this means adjusting and rethinking tests. How can we do this? Online test applications such as Remindo and Möbius do not offer the same level of test security. Some skills tests cannot be taken online, for example, because you require equipment. Still, there are more possibilities than you may think. Such as? For example, give students four calculation tasks with a time lock in the LMS and then ask the student in an online meeting to work through the steps of two of these calculation tasks (which are a follow-up step to the previously submitted assignments). Another possibility is to include authenticity in the assignment, for example by asking for the student’s opinion (supported by literature) about a case, or by having them provide their own contemporary example. The decision trees in the magazine will help the study programmes to think about this.
Decision-making
Postponing tests has negative consequences at a later stage. It increases the testing pressure for students, which can lead to more students experiencing a study delay. It also places a burden on lecturers and the organisation of the tests. Postponing tests should therefore be avoided as much as possible, even if this means adjusting and rethinking tests. How can we do this? Online test applications such as Remindo and Möbius do not offer the same level of test security. Some skills tests cannot be taken online, for example, because you require equipment. Still, there are more possibilities than you may think. Such as? For example, give students four calculation tasks with a time lock in the LMS and then ask the student in an online meeting to work through the steps of two of these calculation tasks (which are a follow-up step to the previously submitted assignments). Another possibility is to include authenticity in the assignment, for example by asking for the student’s opinion (supported by literature) about a case, or by having them provide their own contemporary example. The decision trees in the magazine will help the study programmes to think about this.