{"id":11792,"date":"2025-09-05T16:01:19","date_gmt":"2025-09-05T20:01:19","guid":{"rendered":"https:\/\/www.qc.cuny.edu\/cetlltest\/?page_id=11792"},"modified":"2026-03-27T15:39:15","modified_gmt":"2026-03-27T19:39:15","slug":"assessment-online","status":"publish","type":"page","link":"https:\/\/www.qc.cuny.edu\/cetll\/assessment-online\/","title":{"rendered":"Assessment in a Fully Online Environment"},"content":{"rendered":"

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Assessment in a Fully Online Environment<\/h1>\n

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How do we effectively and fairly assess our students’ learning in online environments What can we do to maximize students\u2019 efforts and disincentivize academic dishonesty?<\/p>\n

Here are some things to consider as you prepare assignments, quizzes and tests:<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”30px||0px||false|false” custom_padding=”0px||0px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.19.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” text_font_size=”16px” header_3_text_color=”#333333″ global_colors_info=”{}”]<\/p>\n

Consider what type of assessment is\u00a0the most\u00a0appropriate.\u00a0<\/strong><\/h3>\n

Can you convert your exam to an essay or\u00a0final\u00a0project? Would a short answer test be\u00a0appropriate even\u00a0though you normally have a\u00a0multiple choice\u00a0test? Assessment at Queens College has\u00a0guidance resources<\/a>\u00a0which you may find helpful. And as you review your assessment format, you can find resources at\u00a0Assessing student learning in a new Distance Learning Environment<\/a> for assessments specific to the distance learning form.<\/p>\n

Before the exam, inform students of the format of the exam.<\/strong><\/h3>\n

If there is a change in the format of the exam than originally\u00a0indicated\u00a0in your syllabus, notify students of this change along with a justification in writing.<\/p>\n

Consider giving a mock or practice exam.<\/strong><\/h3>\n

Let students practice the exam format and technology to identify any possible access or other technical issues. This will reduce their stress during the actual test and can help you identify any issues in advance.<\/p>\n

Post the CUNY academic integrity policy at the beginning of your test.<\/span><\/span><\/strong><\/h3>\n

You can link to <\/span><\/span>the policy in its entirety<\/span><\/span><\/a>\u00a0but consider summarizing the components more relevant to your class. Suspected acts of academic dishonesty should be reported to<\/span><\/span>\u00a0<\/span><\/span><\/span>the\u00a0<\/span><\/span><\/span><\/span>college’s<\/span><\/span><\/span><\/span>\u00a0<\/span><\/span><\/span><\/span>online reporting system<\/span><\/span><\/span><\/span><\/a>. Make your expectations\u00a0<\/span>very clear<\/span>\u00a0to the students.<\/span>\u00a0Is the test open book? Are any online resources allowed? What about translation tools, calculators, or summary notes? Will the work be evaluated for\u00a0<\/span>plagiarism using Brightspace\u2019s tool\u00a0<\/span><\/span>TurnItIn<\/span><\/span><\/a>?<\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

For online exams, use a tool that requires authentication.<\/strong><\/h3>\n

For example, Brightspace (authentication through CUNY). This is one way to verify the identity of the person logging in.<\/p>\n

If students report login issues or internet access issues during the test<\/span>.<\/span><\/strong><\/h3>\n

Have students provide a screenshot of the error message they\u00a0receive.\u00a0If the test is conducted on Brightspace, review the\u00a0student\u00a0access history in the Class Progress Tab.<\/p>\n

Consider breaking up a long exam into several smaller units.<\/strong><\/h3>\n

This can minimize the impact of internet access issues and the support you need to provide if students\u00a0encounter\u00a0problems.<\/p>\n

Be empathetic.<\/strong><\/h3>\n

Consider expanding the time\u00a0window\u00a0that students can take an exam, even\u00a0by\u00a015 minutes. This will allow students time to get logged into Brightspace and address any connectivity issues. Perhaps reduce the penalty for late assignments or allow retakes if the log and student\u00a0shows\u00a0technical difficulties.<\/p>\n

Assignments.<\/strong><\/h3>\n

Assignments\u00a0are generally\u00a0documents, presentations or reports.<\/p>\n