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Assessment – Best Practices

The assessment practices must be adapted to remote teaching and learning, regarding the assessment tools and deadlines for delivery of the assessment tasks. This revision should be carefully planned and negotiated between Curricular Units responsible, course coordinator and student delegate. After an agreement, the new tools and deadlines must be disclosed at the Curricular Unit Homepage at Fenix.

Adjusting assessment tools should be made trying to avoid a final exam that accounts for 100% of the final mark.

Several assessment tools can and should be used during the semester:

  • Online tests;
  • Written (individual/group) homework, such as case studies, reports, projects, with or without time limits for its accomplishment;
  • Oral presentations using Zoom, Skype or other videoconference tools;
  • Oral assessments using Zoom, Skype or other videoconference tools.

For online assessment tools (tests or exams), some general pedagogical recommendations are presented. Globally, the existing remote assessment tools (tests or exams) are very different from the presential assessments, and it is highly recommended to consider:

  • tests with available consultation materials should be considered and identified in the UC page on Fenix;
  • adequate the questions to this assessment dynamic (randomness and time);
  • complementarity between online tests and exams and other tasks such as projects, exercises, oral presentations, group work and other ways to access intended learning objectives.

Online assessments can be very diverse: tests and exams with open questions or with closed questions, with or without multiple options.

Multiple choice tests or exams usually start with a problem or question, followed by several answer options, of those only one being the right choice. Most multiple-choice tests or exams have in between 3 and 5 options.

Globally, multiple-choice tests or exams should be:

  • Versatile and balanced, connected to intended learning objectives;
  • Test for difficulty beforehand – the test/exam should take teachers 1/3 of the time to solve compared to the time students have available;
  • 70% of the questions should be of medium difficulty, 10-15% of the questions should be easier and 10-15% of the questions should be difficult.

In case the teacher verifies fraud during an assessment, the procedure is similar to the one used in presential assessments, cancel the assessment of the student(s) and report to the Pedagogical Council ( with the fraud-proof.

We will now present some useful recommendations for the planning and the preparation of questions for online assessments. We also invite you to check the Code of Honor.

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