Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

Autor/inn/en	Bhute, Vijesh J.; Campbell, James; Kogelbauer, Andreas; Shah, Umang V.; Brechtelsbauer, Clemens
Titel	Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2760-2767 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bhute, Vijesh J.) ORCID (Campbell, James) ORCID (Brechtelsbauer, Clemens)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Foreign Countries; College Students; Chemical Engineering; Distance Education; Summative Evaluation; Science Tests; Student Evaluation; Computer Assisted Testing; COVID-19; Pandemics; Answer Sheets; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Chemisches Prüfverfahren; Distance study; Distance learning; Fernunterricht; Schulnote; Studentische Bewertung
Abstract	Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time the pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published, and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answer-sheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short time frame in a large and diverse Chemical Engineering department at very short notice. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01