Once your exam or assignment is ready, it’s time to administer it. For assignments such as papers and presentations, you’ll need to make assignment guidelines and instructions available in plenty of time, and indicate where and when students must submit or present their work.
For on-paper exams on location, the course examiner is usually required to be present (or reachable in case of questions). The examiner is also responsible for arranging invigilators. For digital exams (online or on location, with or without proctoring) there is usually a bit more preparation required; contact your faculty’s ICTO department for help.
When administering a digital, on-paper or online exam, refer to your faculty’s invigilator protocol, which stipulates how many invigilators you need, who is authorized to invigilate in addition to the examiner, the steps to take at the beginning of the exam, and what to do if you think a student is cheating.
Students with a disability or chronic illness may be entitled to extra time or special arrangements. More information on the available facilities and procedure to follow can be found in your programme’s Teaching and Examination Regulations (OER).
The practical organization of exams (for instance scheduling, exam paper) differs per faculty. In some faculties there is an exam service that takes care of everything for instructors, while in others, instructors are responsible for organizing everything themselves. Make sure you are aware of the procedure in your faculty in good time.
Depending on your faculty, you can discuss this with your programme coordinator (OPC) or ICTO department.
When setting up remote (online) assessment, you must take measures to prevent students from working together or cheating. It’s not advisable to assess factual recall remotely, as students can easily look up or share information with each other. Provide clear and specific guidelines and consider having students sign an integrity statement. In addition, you can turn off backtracking, present the questions in random order, or generate a different exam for each individual student using a question bank. Some faculties also use proctoring. Discuss the option with your faculty’s assessment specialist.
For oral exams or presentations, there must be a second examiner present; alternatively, you must make a recording. See also the Rules and Guidelines of the Examinations Board of your faculty.
Designing | How do I choose a form of assessment that accurately measures my learning outcomes? | |
The previous step: Constructing | How do I construct effective questions and assignments? | |
Administering | What should I keep in mind while administering an exam? | |
The next step: Grading | How can make sure my grading is efficient and reliable? | |
Analyzing | How do I evaluate and improve assessment quality after the fact? | |
Reporting | What should I keep in mind when returning grades and feedback? | |
Evaluating | How do I improve my assessment next year? |