Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

Abstract

Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answersheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short timeframe in a large and diverse Chemical Engineering department at very short notice.

Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format

“…Other studies have also pointed out that remote education provides a less interactive environment. ,,,,, Problems related to the internet connection and home office were not reported in our Capstone Design Course. However, other studies have observed that these factors were common and hindered the performance of online courses. ,,, …”

“…However, other studies have observed that these factors were common and hindered the performance of online courses. 8 , 9 , 13 , 16 …”

“…However, other studies have observed that these factors were common and hindered the performance of online courses. 8,9,13,16 Students also reported that the situation of physical distance made it difficult for the group to organize and communicate. Some pointed out that the lack of face-to-face meetings generated less engagement, resulting in a slower progress than expected.…”

“…Several studies in different areas reported teaching approaches during COVID-19 lockdowns, such as remote classrooms, virtual laboratories, and new strategies for assessments. − This reveals the importance of describing teaching experiences and approaches in a pandemic. Such studies contribute to the improvement of education not only during emergency times but also in a postpandemic situation.…”

What Role May Intuitive Concepts about Chemical Ideas Play When Students Take Timed Tests?

“…Ultimately, the role of the speed with which anyone can process information is a complex function of a number of factors. Nonetheless, most chemistry courses use some form of timed tests, as was noted as a key challenge associated with the emergency pivot to remote teaching. − If core, cognitive processing factors are involved when students take tests, it is perhaps unsurprising that studies suggest timed tests can play a role in increasing anxiety about the topic of the test . It may be impossible, given the scale of the educational endeavor for teaching chemistry at the university level, to avoid timed tests.…”