UGC urges state universities to get creative and up-to-date with alternative assessments
View(s):From open book exams and exams via Zoom, online quizzes, e-portfolios and online group presentations, the University Grants Commission (UGC) has suggested a number of alternative assessments for state universities and UGC approved higher education institutes while urging lecturers and other academic instructors to introduce alternatives without delay.
“The UGC expects universities to continue with academic activities in the universities without much delay. These alternative methods of assessments have been adopted globally, and this trend has increased significantly during COVID pandemic period due to the inability of holding face-to-face closed book written examinations,” UCG Chairman Sampath Amaratunga said.
The UGC had discussed the importance of conducting alternative assessments at various forums including the sub-committee on Presidential Task Force (PTF) for Higher Education, the Committee of Vice Chancellors and Directors and the Quality Assurance Council, Prof. Amaratunga said.
Other alternative methods suggested by the UGC were take home examinations, student portfolios, performance tests, timed quizzes, online group and individual presentations, mini projects, reflective journals, collaborative/cooperative team based assessments, participatory co-creations, online VIVAs and online presentations, proctored examinations, self and peer assessments, project based assignments and presentations, design projects, case studies and practical examinations based on presentations done through Zoom.
“Students should be given sufficient time to adjust to the new evaluation format. The faculty boards and senates may change the weightage given for assessments components. For example, continuous assessment marks can be increased up to 60 percent of the total and the final examination marks can be reduced to not less than 40 percent of the total,” the UGC Chairman said.
However, university authorities were asked to inform students in advance of any changes to the assessment criteria.
“In case a student is unwilling to take part in the proposed alternative assessment method, the university may allow the student to defer the required assessments up until the immediate next semester/academic year and complete the course unit/module on site (if it is applicable) without any academic penalty,” he said.
Due to potential problems associated with online assessments, the UGC had also issued a set of guidelines for online assessments in universities.
“Cheating by students can take place in many ways including access to notes in closed book examinations as well as impersonation. This can be minimised if the students are asked to keep their webcam on throughout the exams, and an examination invigilator is observing the students remotely (online proctoring),” the UGC Chairman said.
Some challenges cited in the guidelines include accessibility to online assessment due to inadequate ICT infrastructure, bandwidth, English language proficiency, lack of computer typing skills and lack of familiarity of certain computer applications.
“Internet connectivity within the country is not uniform. Pockets of areas which have no coverage from telecom providers exist. There are instances where students need to go to an open area for internet connection. In such situations continuous connectivity can be challenging or the conduct of long duration examinations. Alternate strategies such as downloading exam papers and submitting the answers after completion can be considered,” the UGC Chairman said.
He also said if some students did not have access to laptop/desktop computers, but only to mobile devices such as smartphones, the interaction space (screen size) typing would create disparity among students, in terms of typing essays and descriptive answers.
“More suitable methods of assessment would be to use MCQs, drag and drop and matching,” the UGC Chairman said in reference to the UGC guidelines on online assessments.
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