Remote evaluation | Aix-Marseille Université

General tips - Adapting evaluation methods - Tools at your disposal - Library and Resources

Advice and proposals from the working group led by Patrice Laisney (Inspé)
Valérie Campillo (FS), Anne Demeester (Inspé), Sandrine Eschenauer (Inspé), Laurence Espinassy (Inspé) and ICSB

This page has been created in the context of COVID, to propose remote evaluation transpositions.

Recommendations for online assessments to be customized : for teachers - for students

General tips

Precautions and principles :

Ensure equity among students.
Look for simplicity of implementation for you and for students
Adapt your expectations to this emergency and exceptional situation. Don't ask students to do too much work, or too complex, or too long to correct.
Be precise about the instructions (evaluation criteria, deadlines or time limit for awarding the contract, methods of delivery).
Use a rubric to align your instructional goals and assessment, and to speed up the reading of assignments.
Consider grouping evaluations with other modules/subjects/EU
Avoid over- or under-evaluating a knowledge or skill
Limit the opportunities for fraud (or accept the risk), and then let go (you can't control everything when you're there either).
You may want to take this opportunity to rethink your evaluation procedures over the longer term.

Choose the right tools:

Favour institutional technological tools as much as possible.
Use AMeTICE for time-limited evaluations and/or for large numbers of students.
Choose evaluation and rendering modalities that require little technology or technical skills
Anticipate possible technical problems and the fact that a student may be unable to hand in his or her paper (alternative method of handing in the paper, substitute test, etc.).
- Some technical problems may arise on the day of the test; it is therefore necessary to provide an evaluation solution in another form for some students (oral telephone, webconference...).
- It is important to test the chosen method beforehand, with all the students, outside the evaluation conditions.

Suggestions for adapting the evaluation methods

Face-to-face implementation	Remotetranspositionpossible
Written evaluation
Selected Answer Questions (on sheet) : MCQ, Multiple choice with enriched context, True/False, matching, sequence scheduling ...	Test activity on WARNING: set by default for an online test WITHOUT feedback or replay options: do not check the boxes! possibility of a random draw for each student, from a set of questions, of the same level of complexity with possibility of random display of questions Documentation Help Courses - Assessing Students with a Test Help Courses - Examples of Numeracy Assessment Tests Video - Create a training test Video - Creating a control type test Video: Test with random questions Video - Taking into account the thirds in a test Video - Creating a Cloze question with QCU's Webinar: How to evaluate students by assignment, test? Webinar: How to use numerical and computational questions?
Written tabletop exam with
Course Questions	To be avoided or considered in the form of selected answer questions of the activity type Test
Exercises to be done with explanatory reasoning Essay Troubleshooting Case Studies Argumentation Briefing notes from a folder	Homework activity on AMeTICE, with setting of the date and duration of access to the subject and to the deposit area. The work requested can be done on paper, with the photos of this work being submitted in a AMeTICE assignment. Out of AMeTICE : Possibility of providing a set of subjects with random selection for each student (be careful with the equivalence of the subjects). Possibility, a posteriori, of telephone calls from randomly selected students, so that they can explain, develop their reasoning. Possibility for the teacher to "monitor" a small group of students remotely, via web conferencing tools (AMUconnect, AMUskype, ...). Documentation Help Courses - Duty Help Video - Creating a Simple Assignment Video - Creating an assignment with specific parameters Video - How to randomly assign assignments on a AMeTICE course? Webinar: How to evaluate students by assignment, test?
Practice Assessment (PA)
TP noted with necessary instruments : SV, chemistry, physics, mechanics, ...	Simulation by : Production by the teacher of an experiment video followed by questions about this experiment with the Testtool Production of the graded PT topic, with a request to the candidate to describe the sequences of realization : Writing of type Duty Poodll Duty Oral : parameterization Web conferencing session : AMUSkype : Create a virtual class - Tutorial AMUSkype AMUConnect : Create a virtual classroom and share a document on AMUConnect: global help on DUD AMUZoom: documentation; webinar What can you do with Zoom? Test tool - schedulingquestion Possibility to ask questions afterwards, by phone, to students (see above)
Oral Assessments
Individual oral, without presentation material : face-to-face interview with the teacher or in front of a jury	Ideal modality: Web conferencing sessions : AMUSkype : Create a virtual class - Tutorial AMUSkype AMUConnect : Create a virtual classroom and share a document on AMUConnect AMUZoom: documentation; webinar What can you do with Zoom? Alternative modality : By phone. Production by the student of an audio (or video) recording, then questions asked afterwards by e-mail or telephone. Recording by phone or other personal solution, of oral sound Poodll duty: help Production by the student of a written transcript of his or her oral presentation (if no means of recording at his or her disposal) then questions by e-mail or telephone.
Individual oral with visual presentation (slide show or other) - in front of a jury (memory defence type)	Ideal modality: Web conferencing sessions : AMUSkype : Create a virtual class - Tutorial AMUSkype AMUConnect : Create a virtual classroom and share a document on AMUConnect AMUZoom: documentation; webinar What can you do with Zoom? Alternative modality : Production by the student of a slideshow with sound or accompanied by an audio (or video) recording of his or her oral presentation + questions asked by the jury, by telephone (or chat tools). Production by the student of a slideshow with written transcription of his or her oral presentation in the "notes" area or in the appendix + questions by phone or chat.
Group oral with visual presentation slide show or other type of presentation	Ideal modality: Web conferencing sessions : AMUSkype : Create a virtual class - Tutorial AMUSkype AMUConnect : Create a virtual classroom and share a document on AMUConnect AMUZoom: documentation; webinar What can you do with Zoom? Terms and conditions : Screen sharing for slideshow viewing Role of Presenter assigned to each student in turn to speak and comment on the presentation Need for students to have a "simple" breakdown of the parts presented. Alternative modality : Production by one of the students of the slideshow, and production by each member of the group of the audio (or video) recording of his or her part + questions asked afterwards, by phone or chat. Production by one of the students of the slideshow, and production by each member of the group of the written transcription of their part + questions asked afterwards, by telephone or chat.

To go further: download this document.

Other tools at your disposal

In addition to homework and tests, AMeTICE allows other activities to be used to assess students. All activities offered by AMeTICE are evaluable. Some examples are

The Forum activity
It can be used to give students a grade for participation. Forum evaluations are recorded in the gradebook.
The Database activity
It allows the teacher to fill in forms that have been formatted beforehand.
The Glossary activity
You can ask the students to define terms, but you can also ask them to translate terms or record content.

Wooclap can be used either as an activity in AMeTICE or from the Wooclap.com site which allows live testing.
Webinar: How to make a course interactive with Wooclap?
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