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[grendels_mother]

My students just completed their first big online exam of the semester, and complaints are starting to roll in.     Although I posted a study guide 2 weeks in advance, set up a discussion board for questions about the study guide or upcoming exam, and wrote up some "advice" for preparing for the exam that I passed on to them, several of them are now complaining about the "fairness" of the test.   There were 2 parts-- one multiple choice, and the other with passage identifications and short (1 paragraph) essay responses.   The first of the complainers posted something on the discussion board saying that if he'd known the multiple choice questions were worth only one point each, he would have spent more time on the latter part of the exam (even though point values for each question are visible on the exam itself).  Many others are chiming in and saying they ran out of time.

In the weeks before the exam, I advised students to prepare for the test exactly as they might for an in-class exam; that while I have no way to monitor use of notes/books/internet, they would not have the time to look up every answer.   My hunch is that the students who ran out of time on the essay part of the exam did so because they were relying on books, notes and other materials for the multiple choice questions.

I've  had the chance now to grade most of the exams, and nearly half of my students failed.  Part of me is tempted to just let the grades stick, but I might also consider allowing a make-up exam for the second (essay) part only.   This would make more work for me, which makes me grumpy, but it might stop some of the grumbling, and maybe they'd learn something, too.  What do you think?  This is my first time teaching online...   I want to be fair, but I don't want to give them impression I'll cave into them again or give them license to not read directions so long as they claim "confusion" and "unfairness" in the future.

[inthelab]

Maybe someone should read over your directions.
They may be clear to you but not to another.  I find that so when I write papers and grants- clear to me but not to others, even in my field.

[johnr]

My hunch is that the students who ran out of time on the essay part of the exam did so because they were relying on books, notes and other materials for the multiple choice questions.

Of course this is exactly correct.  It is the same phenomenon that one observes when one gives a take-home exam.  Students will complain about how long it took to complete the take-home exam but fail to consider that they didn't study or prep for the take-home.  In effect, they are pooling their studying time and exam taking time into one block of time that they perceive only as "time it took to complete the exam". Ditto for open book exams in the classroom.

When I give online exams I'm resigned to this fact of life and give them four hours to complete an exam that I know would only take an hour or less had the students studied as if they were going to take the exam in the classroom with no notes.  I still get students (but only a few) that complain that they ran out of time!  I compensate by trying to ask questions that require synthesis, thought, and mastery of the subject as a whole rather than simple rote memorization and regurgitation. I know, don't we try to do that all the time? Maybe yes, but sometimes not so much for an in-class multiple choice exam.

[bone_gal]

A few thoughts... First, because those test types are very different, I would separate them in the future. Give part of the exam with the multiple choice part, and the essay as a separate part. This will alleviate a lot of the time management problems, and lets them have a break in the middle. The time for the multiple-choice part should be ~1 minute (or 1:30) per question, and this prevents a lot of looking things up. If they run out of time, that's probably what they're doing. Then you could also determine the appropriate timing for the essay part.

Also, I'd offer a practice exam beforehand (I have mine worth 10 extra credit points, which helps offset the fact that my exams are really hard, and people are more likely to do it). That gives them a chance to see what the exam will be like. I keep the same timing (1 min per question since mine are multiple choice).

Finally, the exams shouldn't be the only grades in online courses. Discussions and assignments help offset difficult exams and reduce the temptation to cheat (high stakes exams are high pressure to cheat).

But that doesn't help much for this past exam. Personally, I'd let the grades stick because if you cave, it bodes poorly for the rest of the semester (and your reputation as a push over...). But I'd also try to make some changes for the rest of the class (maybe an unplanned extra credit or the makeup like you suggested). You warned the students and gave them study materials, and it's their problem that they didn't step up.  But in the future, think about ways to avoid this situation in the future.

[bone_gal]

In case it helps give perspective on my answer... I give three online multiple choice exams. They have 75 questions in 75 minutes and they are difficult. However, I also used to teach the same class in a traditional classroom and the exams are very similar, so I've had that to fall back on (many of the same questions, etc.). Also, even though they complain, my test averages are almost identical to the traditional classroom.  In my online class, the exams make up 56% of the final grade (lab work assignments, weekly discussions, syllabus quiz, and extra credit practice exam make up the other parts). 

[grendels_mother]

bonegal,
I actually considered putting the exam into 2 timed segments, but then decided not to because I figured I'd get students who only completed one part.  I wonder if there's ANY foolproof way to do this!
 
Maybe I should have mentioned before-- this first exam is just 15% of the grade.   Discussion postings are worth 30%, and there are weekly quizzes, 2 papers, and a final comprising the rest of the grade.

[grendels_mother]

update:
I made an announcement a few days ago on webCt offering a makeup exam for the second essay-based part of the exam telling students they must email me as soon a possible if they'd like to pursue this option.    After all the complaints and begging for extra credit, I thought I might get some takers, but so far NO ONE has responded, and at this point, I'm not expecting anyone to.  Interesting, but I suppose I shouldn't be surprised.

[msoexpert]

I agree with the others who say it's most likely the result of students running out of time and/or not reading the instructions. Over the years, I've noticed an increasing number of students who will either gloss over, or skip my instructions. But if they do this, then it's their own fault!

However, because many of us live or die by our student evaluations, I generally do the following. First, I give my students a study guide or a good indication as to the topics that will be covered on exam. Second, I tell them how long the exam will be and mention they should be watchful of the remaining time.

Third, I tell them not to spend too much time on any one question. If they don't know it, just move on and come back to it later. This way, they get some info on how to manage their time. And lastly, when I breakdown the exam's structure, I mention which parts to focus their efforts. In other words, if the essay section counts for more, I mention this. This way, they won't have to wait until the section or a particular question comes to find this out. In other words, I give the students the weighting of the various types of questions. This way, students will have a good idea going in how much things will be worth. And that helps them manage their time.