Unique Exams

Rusak, Gili; Yan, Lisa

doi:10.1145/3408877.3432556

Cited by 20 publications

(4 citation statements)

References 19 publications

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“…The exam itself is a unitary pedagogical artefact which demands complex design strategies, especially if aiming at assessment for and as learning (Yan and Boud, 2021). Recent experiences in diverse disciplinary areas like Law (Beca et al, 2019) and Computer Science (Rusak and Yan, 2021) bring evidence of higher education instructors' current worries concerning exam design. Following current approaches to assessment for learning and assessment as learning, an exam should present complex, contextualised, realistic, argumentative activities and tasks.…”

Section: Synchronous Self-assessment Within the Mmcapmentioning

confidence: 99%

Synchronous self-assessment: First experience for higher education instructors

Remesal

Estrada

2023

Front. Educ.

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We present a qualitative study of four cases of university instructors (teacher educators) implementing synchronous self-assessment (SSA). SSA consists of an innovative assessment strategy during written exam situations, which highlights the students’ voice and agency, giving it greater weight in the power balance traditionally established between instructors and students in classroom assessment practices. In this article, we focus on the effects and pedagogical potential of this assessment strategy from instructors’ point of view. In our study, three instructors were novels in implementing this strategy; the fourth instructor had several years of experience with it. The four instructors agreed on basic design features for an end-of-semester exam offered in four groups of first-year students of the same shared program at a Bachelor’s degree for Kindergarten Educator and Primary School Teacher. The instructors were individually interviewed after the assessment session in their course and the exams were gathered for analysis. Content and discursive analysis was carried out on the data. Results show substantial differences in the evaluative artefacts (instructors’ exams) in terms of cognitive demand and formative assessment potential, and point to noticeable needs for professional development in pursuit of assessment literacy in Higher Education.

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Section: Synchronous Self-assessment Within the Mmcapmentioning

confidence: 99%

Synchronous self-assessment: First experience for higher education instructors

Remesal

Estrada

2023

Front. Educ.

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“…Fendler and Godbey proposed something similar for math questions [21]. Rusak and Yan [22] report on an approach to auto-generate unique exams for all students in a statistics course for computer scientists, based on changing numerical parameters. Fowler and Zilles [23] present an approach to making minor variations of programming tasks along several different dimensions: changing names of variables, changing names of functions, swapping order of parameters, adding or removing a function prototype, changing constant values, reversing polarity (e.g., asking to find the last rather than first, smallest rather than greatest), and change of data type.…”

Section: Related Workmentioning

confidence: 99%

Techniques for detecting and deterring cheating in home exams in programming

Sindre

Haugset

2022

2022 IEEE Frontiers in Education Conference (FIE)

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During the Covid-19 pandemic, the use of home exams became widespread, with a perceived increase of cheating. Pandemic or not, on-campus or off-campus assessment -assessment integrity is a key challenge for higher education. Apart from remote proctoring, what other mitigations may be possible against cheating in home exams, and specifically for programming courses with huge classes? The paper presents our approaches to mitigate cheating, for CS1 based on questions with subtly different variants, for CS2 based on plagiarism detection and timestamps -in sufficient detail that others could use a similar approach. These two approaches can be partially effective against collaboration, but less so against contract cheating where help is acquired from an outside third party. Hence, towards the end of the paper we also outline possible approaches to mitigate such cheating, without or in addition to remote proctoring.

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“…Compared with the approaches presented in Rusak & Yan [22] and Fernández & Vicente [7], where numeric data vary among versions, but the exam skeleton is the same in all cases, the present study proposes a more flexible system in which the exam skeleton, numeric data, and even question sets can vary among versions. Although it was developed for the subject of linear circuits, its applicability to other subjects was considered.…”

Section: Introductionmentioning

confidence: 99%

“…A different approach for exam versioning is to use the same exam skeleton for all versions but randomly vary the numeric data between versions. Such an approach can be found in the proposals of Rusak and Yan [22], or Fernández and Vicente [7].…”

mentioning

confidence: 99%

EVERSYS: Efficient exam versioning tool for linear circuits and other problem‐based subjects

Vicente,

Fernández Peris,

Martínez

2024

Comp Applic In Engineering

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Exam versioning is a widely used approach to prevent cheating during exams, but it can increase the workload for lecturers in terms of exam preparation and correction. Automated exam versioning can help reduce this workload and minimize errors in correction. This article presents the EVERSYS platform, which is focused on linear circuits but can be applied to other engineering fields. An exam problem is described as a circuit schema, a set of component values, and a set of questions to be answered. The EVERSYS platform allows lecturers to easily create exam versions with high variability, including different schemas, component values, and question sets. The platform is based on the MATLAB/Octave programming language and HTML document descriptions. Creating a multiversion exam is straightforward, involving the adaptation of a set of predefined MATLAB scripts and modification of the HTML format if necessary. A set of example exams is provided as well as the complete platform source code. The platform was tested during a 2021–2022 compulsory course on linear circuits at a Spanish University. The results indicated that the platform significantly reduced the time required for exam preparation and correction, and there was no statistically significant difference in student performance across different exam versions. Students reported high levels of satisfaction with the platform, and almost all agreed that it effectively prevents cheating during exams.

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Unique Exams

Cited by 20 publications

References 19 publications

Synchronous self-assessment: First experience for higher education instructors

Synchronous self-assessment: First experience for higher education instructors

Techniques for detecting and deterring cheating in home exams in programming

EVERSYS: Efficient exam versioning tool for linear circuits and other problem‐based subjects

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