Proceedings of the 9th International Conference on Advanced Research in Education, Teaching and Learning
Year: 2024
DOI:
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Flexibility in Assessment: Implementing an invigilated 24-Hour Timed Exam in Online Education
Lim, Cheryll
ABSTRACT:
This reflective piece examines the experience of implementing an invigilated 24-hour timed exam within a Universal Design for Learning (UDL) framework in online accounting and finance courses, focusing on the perspectives of an online course facilitator. The rapid shift to online education has necessitated a rethinking of traditional assessment methods, with an emphasis on ensuring that assessments are accessible, flexible, and inclusive to meet the diverse needs of learners. In response, the decision was made to trial a 24-hour timed exam, informed by UDL principles, which aimed to provide students with increased control over their assessment environment. This flexibility was intended to reduce stress and offer accommodations for students balancing various personal, professional, and academic responsibilities. This reflection delves into the positive impact this assessment format had on student engagement and performance, especially for those with competing commitments, such as work or caregiving. It highlights how the flexibility of choosing when to start the exam within a 24-hour window allowed students to take the exam at a time that suited their peak focus and availability. However, the piece also discusses the challenges faced, particularly in terms of maintaining academic integrity in a less traditional, remote assessment environment. To mitigate risks, a question bank was created with randomized questions to ensure that each student received a unique set of questions, thus promoting fairness and discouraging information sharing. This reflection underscores the importance of applying UDL principles to create inclusive, student-centered assessments that promote fairness and accessibility. It also emphasizes the need for ongoing refinement and adaptation in assessment design, with future directions focusing on enhancing flexibility and maintaining rigorous academic standards in online learning environments.
keywords: Online Education, Assessment, Universal Design for Learning (UDL) theory and practice