Print

• Consider the complications and challenges students are experiencing while in self-isolation.  Please take a look at this page on how to support students in completing their remaining assessments.
• There are two aspects of traditional final exams that we CANNOT count on for this semester:
  • Proctored – There is NO access to online exam products that can provide proctoring capabilities. We will have to assume students have access to and will use course and other information during the exam – Consider final assessments as open book
  • Timed – The timing of assessments is challenging to monitor at a distance, so if time completion is NOT a critical factor in student success, then consider allowing increased time.
• Open Book: Virtual exams are a type of open book exam. Instructors to devise questions that require students to answer in critical and analytical ways encouraging high-order thinking skills, rather than rote learning and superficial application of knowledge. Students can access course materials while undertaking the exam.
• Synchronicity: Consider if you want to run a synchronous virtual exam (where everyone is taking the exam at the same set time) or an asynchronous virtual exam (where there is a time window in which the exam could be taken). Note: the original ‘in person’ exam schedule remains posted and we recommend instructors use those times for virtual exams.
• Isolation: Consider the complications and challenges students are experiencing while in self-isolation.
• Communicate: Clearly, empathetically and often about what you are planning, you will better support your students undertaking exams in unfamiliar ways.
• Timing: If you are running a synchronous virtual exam, you should allow more time than a regular face to face exam, to deal with any technology issues, as well as recognizing that students are having to manage in an unfamiliar format. Generally it is advised to add an extra 1 hour to a 2 or 3 hour exam.
• Student preparedness: Students will need support in how to conduct a virtual exam. If it is an open-book they may think that is easier and fail to properly prepare.
• Identity of students: While it is more difficult to confirm a student’s identity in virtual exams, one of the main tactics that can be used to address this is to conduct all access and submission of exam questions through the course Moodle site, where a student has to be logged in themselves. Approaches such as emailing or using third party applications are not as robust
• Academic Integrity:
  • While plagiarism cannot be eliminated entirely in non-proctored assessments, there are different ways of either reducing possible plagiarism or checking for plagiarized work. For further details, you can view this video by Dr. Tricia Bertram Gallant of the International Center for Academic Integrity on Going Remote with Integrity
  • You might want to consider adding an academic integrity statement at the bottom of your assignment and communicate it to students at the outset.  An example is found below.

By putting my name to this statement, I attest to the fact that it is my own work that has been submitted in this assessment and that it adheres to the rules and policies laid out at https://lassonde.yorku.ca/academic-integrity*.

Signed: ______________       Dated: _____________

*You might also want to (re)visit the York University Student Papers and Academic Research Kit (SPARK) –https://spark.library.yorku.ca/academic-integrity-what-is-academic-integrity/

• Isolation: Consider the complications and challenges students are experiencing while in self-isolation.  Please take a look at this page on how to support students in completing their remaining assessments.
• Communicate: Clearly, empathetically and often about what you are planning, you will better support your students facing unfamiliar ways.
• Academic Integrity:
  • While plagiarism cannot be eliminated entirely in non-proctored assessments, there are different ways of either reducing possible plagiarism or checking for plagiarized work. For further details, you can view this video by Dr. Tricia Bertram Gallant of the International Center for Academic Integrity on Going Remote with Integrity
  • You might want to consider adding an academic integrity statement at the bottom of your assignment and communicate it to students at the outset.  An example is found below.

By putting my name to this statement, I attest to the fact that it is my own work that has been submitted in this assessment and that it adheres to the rules and policies laid out at https://lassonde.yorku.ca/academic-integrity*.

Signed: ______________       Dated: _____________

*You might also want to (re)visit the York University Student Papers and Academic Research Kit (SPARK) –https://spark.library.yorku.ca/academic-integrity-what-is-academic-integrity/

1. Create an Assignment Activity on Moodle
2. Set a specific due date / time for the assignment
3. Ask students to submit their work via Moodle using the Assignment Activity you have created
4. Depend on the nature of the project, students can
   1. submit electronic documents
   2. photos of their work, possibly in sequence
   3. a video demonstrating the functionality and/or design of their work
      • in this case, it is best to ask students to upload their video on YouTube as “unlisted” and send you a link
5. Grade students in Moodle

• A tutorial video on using Assignment Activity on Moodle is available here.

• Isolation: Consider the complications and challenges students are experiencing while in self-isolation. Please take a look at this page on how to support students in completing their remaining assessments.
• Communicate: Clearly, empathetically and often about what you are planning, you will better support your students facing unfamiliar ways.
• Academic Integrity:
  • While plagiarism cannot be eliminated entirely in non-proctored assessments, there are different ways of either reducing possible plagiarism or checking for plagiarized work. For further details, you can view this video by Dr. Tricia Bertram Gallant of the International Center for Academic Integrity on Going Remote with Integrity
  • You might want to consider adding an academic integrity statement at the bottom of your assignment and communicate it to students at the outset.  An example is found below.

By putting my name to this statement, I attest to the fact that it is my own work that has been submitted in this assessment and that it adheres to the rules and policies laid out at https://lassonde.yorku.ca/academic-integrity*.

Signed: ______________       Dated: _____________

*You might also want to (re)visit the York University Student Papers and Academic Research Kit (SPARK) –https://spark.library.yorku.ca/academic-integrity-what-is-academic-integrity/

1. Create an Assignment Activity on Moodle
2. Set a specific due date / time for the assignment
3. Ask students to submit their work either as an electronic document (PDF, DOCX) or scan/photo of their written work
4. Students should submit their work via Moodle using the Assignment Activity you have created
5. Grade students in Moodle

• A tutorial video on using Assignment Activity on Moodle is available here.

• Isolation: Consider the complications and challenges students are experiencing while in self-isolation.  Please take a look at this page on how to support students in completing their remaining assessments.
• Communicate: Clearly, empathetically and often about what you are planning, you will better support your students facing unfamiliar ways.
• Academic Integrity:
  • While plagiarism cannot be eliminated entirely in non-proctored assessments, there are different ways of either reducing possible plagiarism or checking for plagiarized work. For further details, you can view this video by Dr. Tricia Bertram Gallant of the International Center for Academic Integrity on Going Remote with Integrity
  • You might want to consider adding an academic integrity statement at the bottom of your assignment and communicate it to students at the outset.  An example is found below.

By putting my name to this statement, I attest to the fact that it is my own work that has been submitted in this assessment and that it adheres to the rules and policies laid out at https://lassonde.yorku.ca/academic-integrity*.

Signed: ______________       Dated: _____________

*You might also want to (re)visit the York University Student Papers and Academic Research Kit (SPARK) –https://spark.library.yorku.ca/academic-integrity-what-is-academic-integrity/