When are they used?

• Essays and papers can be used in a variety of different courses to demonstrate a student’s ability to synthesize and apply knowledge.
• Instructors can create essay questions using the Quizzes tool in eLC or require paper submissions via assignment dropboxes in eLC.

What are considerations when using them?

• Essay questions are an effective way to assess complex learning outcomes because they require a combination of synthesis, analysis, and application.
• Essay questions should require students to compose an authentic response that demonstrates their reasoning.
• Instructors can apply time restrictions to essays; however, these should allow time for the student to review the question/prompt, reflect on it, and construct their response.
• Essays and papers allow for the integration of research and references as support for student responses.
• Essays and papers include some levels of subjectivity, which should factor into how instructors assess students’ responses.
• Detailed, carefully constructed rubrics based on learning outcomes and assignment expectations provide effective ways to assess essays and papers.

Available Resources

• Kelly, Melissa. (2020, February 11). Creating and Scoring Essay Tests.

When are they used?

• Projects, presentations, and portfolios can be used in a variety of different classes to demonstrate students’ comprehensive knowledge.

What are considerations when using them?

• Projects, presentations, and portfolios allow students to demonstrate their understanding and practice creativity in how they represent that knowledge.
• These formats permit practical application of skills in fields where students must demonstrate such application.
• Projects, presentations, and portfolios should be developed over time, so students should be notified of the assignment expectations, parameters, and assessment guidelines in advance and given sufficient time to construct their assignments.
• Projects, presentations, and portfolios can incorporate a wide array of technology.
• Students can use materials created through these assessments as samples of their work when applying for internships, field placement, and job openings.

Available Resources

• National Education Association. Research Spotlight on Project-Based Learning.

When is it done?

• Scaffolded small assignments can be used in a variety of different classes to help students develop connections between concepts and build on their knowledge.

What are considerations when doing it?

• Scaffolded small assignments should focus on components or “chunks” of material that contribute to an overall representation of the topic.
• Scaffolded small assignments can be low stakes or high stakes assessments; however, it is recommended to use them as low stakes assessments to support student development and confidence in learning the material.
• Scaffolded small assignments can be developed using multiple formats to gauge knowledge, including quizzes, essays, projects, reports, and student-created products.
• This approach requires carefully constructed assignments that are integrated with one another and build toward meeting learning outcomes or goals.

Available Resources

• IRIS Center Peabody College (Vanderbilt University). Instructional Scaffolding.

When is it used?

• Some courses at UGA may require online proctoring due to accreditation.

What are considerations when using it?

• To maintain compliance, course fees (including online proctoring fees) must be provided for students before they register for the course.
• UGA offers online proctoring through Respondus Monitor for exams offered through eLC or ALEKS.
• Respondus Monitor does not allow the following:
  • Student access to “Insert Stuff” in their quiz.
  • Student use of the equation editor in eLC
  • Student access to other programs during the exam (e.g., Excel)
• Student accessibility – including cost, technology, ease of use, and potential barriers for students with disabilities.
• In the case of suspected academic dishonesty, instructors must review each case and follow procedures outlined by the Office of Academic Honesty.

Available Resources

• UGA Center for Teaching and Learning. Using Respondus Monitor.
• UGA. Office of Academic Honesty and Student Appeals.
• UGA OVPI. Proctored Exam Alternatives.

When is it used?

• Open book tests can be used in a variety of different courses and implemented through tests created within eLC.

What are considerations when using it?

• Student preparation is crucial to successful performance on an open book test. Instructors can provide students with suggestions on how to be strategic with their preparation (ex: bookmarking important pages or passages in a text, reviewing and annotating key concepts, collecting notes and materials to have on hand during the test).
• Open book tests should include carefully constructed questions designed to encourage critical thinking, analysis, and application over rote memorization or the need to “search” for a specific answer.
• Open book tests can be time-consuming. If the test is timed, students need realistic and appropriate time restraints. (ex: It is not advisable to require students to complete an open book test in significantly less time than they would be given to complete the test without using their text.)

Available Resources

• UGA Center for Teaching and Learning. Teaching Resources.
• The University of Newcastle. A Guide for Academics – Open Book Exams.