3. Administering
1. Preparation
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 there is usually a bit more preparation required; contact programme coordinator (OPC) or your faculty’s ICTO department for help. For oral exams or presentations, there must be a second examiner present; alternatively, you must make a recording. See also the Rules & Guidelines of the Examinations Board of your faculty (this link directs you to the student website: select the programme you teach on to find the Rules & Guidelines that apply in your situation; or contact your Examinations Board directly).
2. Invigilator protocol
When administering a digital or paper exam, refer to your faculty’s invigilator protocol (this can be found in the A-Z list of your faculty’s staff page), 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.
3. Extra time or special arrangements
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). Information for students is available here.
4. Practical organization
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.
The Assessment Cycle
| 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? |