Table 1 Principles for the design of online tests

Purposes of assessment

• Support student learning?

• Generate grades that will form part of subsequent certification?

• Equip learners for making future judgements?

Online tests can be used effectively for the following purposes:

• Supporting student learning through the use of low stakes, formative assessment

• Deepening student learning by integrating them with authentic or communicative tasks, thus contributing to real-life decision making and problem solving

• Assessing understanding of a breadth of content

Context

• Characteristics of learners/students

• Institutional assessment principles and policies

• Professional, vocational or employment-related requirements

• Departmental, disciplinary and personal norms, expectations and ideas

• The overall program and the role of the unit module

• Learning environment e.g. mode (online/face-to-face/blended); class size

Online tests are best used in the following context:

• Managing resource constraints with large student cohorts

• Online and blended learning environments

• Student cohorts who are motivated to engage

Learner outcomes

Consider the following:

• Unit/module learning outcomes?

• Overall program learning outcomes?

• Professional requirements?

• Learners’ general professional or intellectual development?

Learner outcomes are best achieved when online tests:

• Are clearly aligned with specified unit learning outcomes

• Form a basis for the achievement of higher-order learning outcomes and professional requirements

• Form part of an integrated and holistic teaching and assessment approach in a unit

• Support curriculum sequencing

Tasks

• What kinds of tasks do learners need to engage in to: a) develop and b) demonstrate their learning?

• What is the rationale for each task?

• How do the tasks drive learning? What do the tasks specifically require learners to do?

• What will be the criteria for successful completion?

• How are tasks best distributed across the semester including their relationship with other tasks within the unit and within the program?

• How will learners contribute to assessment processes?

• Which tasks will be graded?

The design of online test is most effective when:

• They are used regularly

• They are used primarily for formative purposes

• Assessment is of foundational knowledge

• They are used for self-assessment and contribute to self-regulation and deep learning

• The frequency and sequencing of formative online tests is synchronised and integrated with other learning, assessment and feedback activities

• They are low stakes

• They allow for multiple attempts

• Students are encouraged to achieve a threshold mark in formative online tests prior to doing a summative test

• Test questions are valid and contextually relevant

• The question types is fit for purpose

• Publisher-supplied test bank questions are reviewed for suitability against the purpose and learning outcomes

• They stimulate peer interactions

• The issue of cheating is irrelevant

• Strategies are used to minimise the probability of cheating, particularly in medium to high stakes summative online tests e.g. limiting test duration, randomising test items and responses, proctoring and lockdown browsers

Feedback processes

• How will tasks be located, related to each other and staged to produce multiple feedback opportunities?

• What types of feedback information will be provided and by whom?

• How will learner performance be used to influence the (re)design of later tasks?

Effective feedback to students:

• Is immediate

• Is corrective in addition to communicating correctness

• Refers students to relevant resources to reinforce learning

• Enhances learner self-regulation and motivation

• Builds confidence and optimises performance

• Encourages deep learning

• Synchronises and integrates with learning activities

• Enhances student achievement in future assessments

Feedback about test performance should be as follows:

• Sourced and analysed

• Used to inform teaching

• Used to improve question and overall test design

Interactions

• How will resistance or engagement from learners or colleagues influence assessment processes?

• How will learners understand what is required in the assessment task(s)?

• What information will be needed to improve this assessment for subsequent occasions?

• What associated changes in teaching and learning activities will be required?

Online tests are enhanced by the following:

• Making the purpose and instructions for the use of online tests explicit for students and all teaching staff in a unit

• A continuous improvement process which involves input from students and all teaching staff in a unit

• A continuous process of experimentation, reflection and sharing of practices with colleagues and others