When a written on-site exam is converted into an online exam, it may give rise to concerns that students will seek out so much help from each other or others that it is not possible to assess the student's individual performance. This can be particularly challenging if the ordinary type of exam is completed without study aids.

Proposals on how to individualise exam papers: 

• Make sure that there is sufficient time pressure, so students do not have time to communicate with each other.    

• Randomise the assignments so they appear in different orders for the students. This will make it more difficult to share and compare responses.

• Use different empirical data/datasets/variables when the assignments are similar. For assignments with a description of context, you can change the context, e.g. change the species, sources, text piece, etc. Please note, however, that the assignments must be comparable in terms of content and level of difficulty, and thus be interchangeable    

• Create assignments where the student must use data or other information from reports or assignments they have completed during the semester. You can also include essay questions, where you ask the student to describe and explain the results of a report. If they have not yet submitted any reports, there is still time: hand out different datasets to students and ask them to analyse them.

When a test is replaced by a product created by the student, it is important that students are familiar with the assessment criteria for testing the product. The criteria should be closely linked to the course’s learning outcomes. For example, the quality of a video should not be a criterion if this was not a learning outcome of the course (as long as the sound and image are clear). One way of preserving the 'here and now' element is to have students draw a topic in the morning, after which they must prepare the product within a specified time frame. It is also a good idea for students to begin their video by stating their name and showing their student ID card.

NOTE: At some degree programmes, this type of examination may be an asynchronous oral examination where students prepare their oral presentations as a video or audio file. This type of examination cannot be combined with the ordinary product exam.

Suggestions for types of product

When uploading different types of projects, e.g. via WISEflow, be very aware of delays and upload times.

Below you will find suggestions on products appropriate for assessment in exam types where the student draws a topic and prepares it within a specified time frame:

• Video: The topic for a video can be a theoretic topic from the syllabus, a laboratory report or a previous submission from the course. Ideally, the subjects should be known by students in advance to ensure that they are better prepared for the exam and to avoid too much uncertainty. The video should ideally be a combination of the student’s explanations and include drawings or figures    
  • Click the link for an example of a video produced by a student https://vimeo.com/sciencemedialab/review/408790269/21bdcb43ff     
  • If necessary, share the guideline from AU Studypedia on how to create videos with the students.https://studypedia.au.dk/en/technical-guides/video-recordings/
• Presentation: For example, in PowerPoint, the student explains a topic using text, figures and illustrations. It is a good idea to record audio that overplays during the student’s presentation    .
  • If necessary, share the guideline from AU Studypedia on how to prepare slides with recorded audio with the students. https://studypedia.au.dk/en/technical-guides/slides-along-with-a-recorded-presentation/
• Written exam papers: The topic of the paper can resemble an earlier submission during the course or a theoretic topic from the syllabus. In some cases, the topics can be shared with the students beforehand to ensure that they are better prepared for the exam and to avoid too much uncertainty. It can be challenging to identify individual students in connection with written exam papers. A solution to this may be a short video to accompany the written exam paper.
• Audio: As there is no visual element to accompany the audio, explanations must be very detailed and descriptive. The subject can resemble an earlier submission during the course or a theoretic topic from the syllabus. Ideally, the subjects should be known by students in advance to ensure that they are better prepared for the exam and to avoid too much uncertainty. The students must be familiar with the assessment criteria    
• Mindmap: Students create mind maps that link the different topics and concepts of a course. A mind map should ideally be accompanied by a video with an oral explanation. An example of a mind map:
• Free form explanation of a topic. The student chooses whether to use video, text, drawings, etc. It is crucial that the student is familiar with the assessment criteria beforehand.