Dear Hussam Ali Mohammed ,

This is most important under this Pandemic Scienario( Covid19 ) .

Obviously it depends on Subject area , Class , Exam etc .

A Very Effective link may be Referred ( https://m.economictimes.com/industry/services/education/wud-shifts-to-online-learning-to-combat-covid-19-disruption/articleshow/74872301.cms )

Dear Hussam Ali Mohammed ,

This is most important under this Pandemic Scienario( Covid19 ) .

Obviously it depends on Subject area , Class , Exam etc .

A Very Effective link may be Referred ( https://m.economictimes.com/industry/services/education/wud-shifts-to-online-learning-to-combat-covid-19-disruption/articleshow/74872301.cms )

Hi!

Good question.

I wont write about online proctoring, nor about stressing students with short time limits to do a test online, which affects students in various other ways as well. There is always some cheating, at campus and in front of the computer at home. Some students even cheat in free MOOC courses where they do not get a certificate.

It is obvious that factfinding questions should be avoided, and instead questions that test insight, orientation, reasoning, problemsolving etc are to be preferred. A problem is of course that this often becomes essay-type questions, which are very difficult to grade and grading often comes to show too high variation in quality between first and last student graded.

There are however new ICT-enabled methods of grading essay-type questions, as calibrated peer review, CPR and also automated essay graders. See Stephen Balfour’s paper (attached).

Another ICT-enabled new option is to use a good learning analytics engine during the course, especially if it is also an adaptive learning Course; a course that adapts to the learner for optimal flow in learning. There learning soon can be said to be tested during learning. A student must know A before solving B, and a learning path contains typical mistakes and algorithms form a learner profile. So in this case; why test so often, just go on teaching and learning and perhaps make an exam paper In the end for application of knowledge.

Article Assessing Writing in MOOCs: Automated Essay Scoring and Cali...

I fully agree with Anders Norberg. We could avoid test questions at all where it is possible.

It depends on the subject

It depends on the subject matter and level of exposure the students have on using the online learning platform, at times some students are academically sound bit have little knowledge of the information technology. The questions should be clearly express and the solution should be what the students can type easily.

Multiple test, complement, short answer, right and wrong, comparisons

I fully agree with Anders Norberg views about the question..i strongly believe class room teaching is better than any other mode of teaching moreover students also in a tense moment at these corona days..so give less work to students during these days are better than loading more on academic to students..also, i feel if we give more freedom from our side, students come forward concentrate more on academic and finally they may come out with new way of study which includes new research ideas from students to come out..

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You are welcome Hussam Ali Mohammed

Permit me to seek for professional view on your thread on this question since is somehow related.

https://www.researchgate.net/post/What_is_the_best_interactive_e-learning_platform_you_are_using_for_online_classes

Personally, I am depending on preparing reports assignment with my students via the E-Learning system (Google Classroom), but it is still NOT active 100%!

Regards,

Emad

Great question Hussam Ali Mohammed

Of course, fact-finding questions should be avoided, and not only for online course but also for other forms of teaching, Anders Norberg . These kinds of questions have limited value in a long run and have been proven to be trivial for someone have access to the Internet.

Before I put my suggestions, I am still wondering what is the educational level we are talking about (school or higher education)? For clarity, I will put some examples on both educational levels based on my research and also based on my personal experience.

In the context of early school education, I assume that children will be glad to use technology in learning and the teacher can count on their curiosity and passion to learn with no need to enforce additional stress. For example, in Finland, a teacher asked first graders to record their voice while reading lessons texts, but each recording should be one minute in length. Parents and children may be unaware of the teacher’s intention. After three to four recordings, the teacher told the children that they have made a progress (or not) in term of their reading speed because she depicted the number of words each student read over the recordings.

In the context of higher education, the case is somehow complicated. I completely agree with Anders Norberg that academic dishonesty (e.g., cheating, plagiarism, ghost-writing, unpermitted cooperation, and leaking information about tests other have not yet taken) is rampant behavior among students. However, I did not agree that questions that ‘test insight, orientation and reasoning’ in general would be much better than fact-finding questions. Actually, that was one of our finding in the study below:

Article Individual learning experience in connectivist environment: ...

We asked the participants in the experiment to solve 10 different questions, ranging in difficulty from easy to very complex. Only creative question (questions with no answer on the Internet) and problem-solving and practical tasks (which require students to generate products) have succeeded to engage the participants cognitively. A further qualitative analysis of our data (to be reported shortly in a study intended be submitted to Computers & Education journal) revealed extreme cases of plagiarism among students. For example, one participant was asked to investigate and to report on a given famous figure (a social activist), and also to write her opinion about him. What was then was that the student copied even the opinion of one of the commenters on the activist website as if it were its own. In short, there is no way one can precisely predict their students’ behaviors in a fully connected environment. Even though, I would recommend you think of open-book questions. Moreover, if your number of students is not so big, you may think of oral examination (10-15 mins/student) but, of course, with unique questions for each student. Controversial, creative and unsolved tasks could be other options, as connectivists has long recommended.

Article Understanding knowledge network, learning and Connectivism

I think the questions that measures how they think more than the amount of information which they know. The questions that show how they are being as problem solvers.

MCQ

Short questions

10 Questions To Get To Know Your Online Learners

https://elearningindustry.com/10-questions-to-get-to-know-your-online-learners

What do they expect to take away from the eLearning course? Every member of your audience is participating in the eLearning course for one very important reason; they want to learn something. By asking this question, you have the chance to figure out exactly what they want to get out of the eLearning experience, what online activities and exercises they expect, and what information they need to know when they’ve completed the eLearning course in order to improve their personal or professional lives.

In my field competency based learning is often the norm. Therefore, a fact based question is often relevant as you want the student to grasp an important point. However, it is often useful to ask the student how that fact would be used or is relevant to the investigation at hand and then require them to respond to the answer of another student. It stimulates thought and discussion.

Most of the substantive questions, such as: multiple choice, right and wrong, short answer.

What's the best way to design communication channels? Many students are more comfortable engaging in meaningful discussions online than in a classroom. These students might have hearing or speech impairments; speak different languages; have severe social anxiety; or simply need more time to organize their thoughts.

MCQ

Yes MCQ for me too.

Chinaza is right students respond to on-line discussions. You get a somewhat different crowd answering as Chinaza hinted at. Some students do not like to speak out in public for a wide variety of reasons.The reasons may be cultural, shyness or due to other limitations. But these students seem to almost blossom in an on-line environment and participate freely in the discussions.

You can use an Asynchronous Debate to judge how well students have understood a major course topic. It is also a great way to develop their critical thinking and collaborative skills as shown in this illustration:

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Conference Paper Deeper Learning: Developing the Distinctive UWI Graduate's K...

Best,

Debra

Due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease and the recommendation or legally required stay in home quarantine currently (April 2020), stationary teaching classes at universities and schools have been replaced by e-learning. Therefore, the key question that teachers and students are currently asking themselves relates primarily to the period of subsequent weeks or months of continuing to teach only in the form of e-learning. In some countries, to limit the development of the SARS-CoV-2 Coronavirus pandemic, this period was extended until the end of the school year, i.e. until June 2020. In addition, another particularly important question related to this issue that many teachers and students ask themselves in many countries is when the final exams of a given stage of education will take place, whether the dates of these exams will not be moved due to the SARS-CoV-2 Coronavirus pandemic future deadlines and will the form of these exams not be changed? In some countries, it has already been decided or is being discussed in the ministries of education that perhaps the form of the exam will be changed. Perhaps, in a situation where certain final exams, e.g. matura exams were previously conducted as standard in the form of written and oral exams, it may be decided to opt out of the oral exams form. Currently, some countries are testing only final exams carried out remotely via the Internet. In addition, currently teachers are also looking for answers to the following research questions: Is currently one of the key problems in the development of education is to suspend stationary didactic classes at schools and colleges and replace these classes with e-learning? Are the didactic processes carried out in a limited or full scope due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease? How long can such a situation last that all education is implemented remotely through various new internet media? How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes? In view of the above, in order to limit the scale of pandemic development, classes are conducted remotely, through various new online media through specific forms of e-learning. The growing importance and development of e-learning is also correlated with the current acceleration of the digitization processes of the economy. It is to be hoped that thanks to these processes, the SARS-CoV-2 Coronavirus pandemic will finally begin to regress now, decrease, i.e. the scale of new infections will decrease rapidly.

Regards.

Dariusz Prokopowicz

The only valid assessments in my opinion are authentic assessments in which students are asked to apply their knowledge and skill to solving real-world problems and challenges. Traditional assessments, such as true/false, multiple choice, etc. are teacher-centred and recognition and choice driven - students are asked to select a response. Authentic assessments are student-centric and focused on application and construction in performing a task. For more information: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

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Its hard time to create a technique or a method to adopt.. but I'm sure from yours ability to do that..

Yours..

Welcome my dear Hussam Ali Mohammed.

Hello

Depends of the matter.

I used motor questions in order to generate discussion

Ingrid García

Ingrid Del Valle García Carreño ... Thanks for answering... I really appreciate..

Please Tell us more about motor questions...

Following.

I agree with Abdelkader Mohamed Elsayed about the type of the proposed questions. I can add semi-open questions. However, you have to indicate the time required for each type of questions.

I think Multiple choice questions are the best form we can ask.however I also think that personal opinion on any subject knowledge could also be preferred. I happen to teach in design college and most of the work is qualitative. hence ongoing online mentoring and discussion is very important for the student to work to their best capability.

Scenario-based questions to which there are no single right answers and which enable students to perform at different levels and show their thought processes

It depend on the topic contents and subjects, but multiple choice and true and false questions is appropriate question used in Online learning.

I and other colleage in our university depend on the short assay questions such as mcq , filling blanks , true and false , etc

By the way, you can use all kinds of essay and substantive questions in the assessment via the internet, but I suggest essay questions that depend on analysis and the student's opinion such as open book questions in order to prevent cheating and plagiarism.

Dear Sir,

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Thank you.

Dear Hussam,

It is very interesting question at this pandemic situations..I strongly believe that multiple choice question, quiz and seminar of these three methods are effective in evaluation of students. I feel by following these three methods one could have avoided like cheating etc..thanks for the nice question..