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[Online Prof]

I would be interested in hearing how others who teach 'totally' online using the various online environments approach to giving the usual classroom proctered tests and exams.

It seems impossible to give a test without the student having access to their book, notes or the internet.

The only solution I have found so far is the suggestion to more of a non-test method of evaluation such as an essay or large project.

[mouse]

Like you, I tend to do essay-type assignments in my online courses.  I do have online quizzes, though, so I mostly try to have a time limit for the quizzes--sure, they might have time to look up some of the answers in the book, but there's not enough time to look up _all_ of the answers in the book.  Also, I have supplementary "lecture" and other online readins for each module, and there are also questions from those on the quizzes--and they can't access other parts of the course while logged into the online quiz system.

Some systems have security protocols built in, like the ability to take a web-camera "photo" of the test-taker, or certain passwords or ISPs that have to be keyed in before someone can take an exam online.  These can probalby be bypassed, but then, so can security measures in an on-campus exam.  I also know instructors who require their students to come to campus to take their exams online in the testing center.  But I kind of feel like that defeats the purpose of an online course--either be online, or don't.

[Jimster]

Rather than using online exams, I base the grading on individual written assignments, group assignments, and participation in online discussions.

Whiile a case study type exam might work in an online class, an online multiple choice or fill in the blank exam makes it is too easy for students to just copy answers out of the text.  (But online "fill in the blank" problems might be fine for quizzes or graded homework.)

[Gordon]

I'd also be curious about the professor component of assessment of on-line courses.
Should a faculty member be evaluated on-line (particularly those in various stages of evaluation: self, peer, or student)? Self assessment would be reflective. Peer assessment involves another faculty member reviewing the entire course on line, including discussion boards, and the Gradebook and Statistics sections. Student evaluation is part of the tenure and department assessment process. Feedback via zoomerang is possible when confidential information is required for retention, tenure, promotion, merit pay or range adjustment.
Question: how are faculty evaluated fairly when teaching on line?
Thank you.

[%sig%]

[Jimster]

I'm familiar with student and peer evaluation for online teaching, but since I'd expect that most online teaching is done via adjuncting or as overloads, such evals count toward getting new assignments, and not toward promotion or tenure.

[wondering]

what is 'zoomerang'...that's got me puzzled!!

[Gordon]

Related to Jimster's comment, we have tenured faculty who teach on-line and use their on line courses, which are peer- and student-evaluated for their department assessment submissions. We do not have adjuncts teaching on line content in my department.

According to http://info.zoomerang.com: "Zoomerang is the premium global online survey software that business, organizations and individuals use to create professional, customized surveys."

Anecdotally, Zoomerang can be used to create anonymous surveys that provides feedback to those interested in finding out information related to a specific topic. It's quite effective.

[CC adjunct]

When I was in grad school, all of the student evaluations were given online (even though it was a traditional program).  I thought it was great, since it gave me plenty of time to think about my answers and give an honest evaluation of my professor's abilities.  This would be even more important for online courses, since it is so easy for faculty members to ignore them.  At one of my former institutions, the faculty member teaching an online, difficult course rarely checked her email or answered.  She would return graded papers late (if at all), and she would never clearly define the requirements of the course.  Of course, she also never bothered to find some way to include the normally required student evaluations.  

For my institution, exams are typically given at testing centers throughout the area (and can be arranged for other locations if necessary).  Students generally have a week to come in and take the exam.  There is little issue of a student earlier in the week telling one later in the week about exam content, since they rarely know each other.  Also, it's pretty easy to see a pattern if exams taken earlier in the week have lower scores than later in the week.  It doesn't really hurt the online concept, since these exams can also be taken in supervised computer labs.  I do other assignments (quizzes, readings, etc.) online.

[MP]

You can also have proctored  exams for online courses by setting up testing at a local institution - a college, high school,  or public library.  Have the student identify the place and the instructor can contact a respource person who will be responsible for administering and proctoring the exam.  We send the exam and instructions (time limit, materials to be used, etc) to the proctor, the student makes an appointment to take the test, shows photo ID, takes the exam, and the proctor sends the exam back to the instructor.

 We've had excellent results using librarians in public, community college, and high school libraries.  They're very accommodating, rigorously honest, and see this as part of their service to the larger community.