COVID-19 Information

April 20, 2020

Dear Colleagues:

It is hard to believe that we are quickly approaching the end of what has been a most unusual Spring semester. I want to thank you all for your continued commitment to our students and for your collective drive to persevere as our campus responds to a global health crisis.

As you begin preparations to deliver final assessments for your Spring courses, I am sure some of you might be uncertain as to whether the online environment can support the protocols you have come to rely on to deliver final exams in your traditional classroom. As a result of the move to online or remote teaching and learning, some of the traditional methods utilized for final exams in face-to-face (F2F) and other courses might not be available or appropriate in the online environment.

Below are some of the resources at hand to ensure that these final exams are what you intend, regardless of mode of delivery—a well-designed evaluation of a student’s knowledge on a given subject, executed with rigor and integrity.

IDLT has created many resources to help faculty consider best practices when it comes to designing and administering final exams online. In addition, information is also available on the faculty continuity page to guide faculty in planning alternate options for in-class exams or other end-of-semester activities.  I recognize that not all final assessments are traditional exams.

• If your students have had ample opportunities to demonstrate proficiency of course content in prior learning activities and assessments, perhaps a high stakes final examination is not necessary. Consider contacting IDLT for ideas about lower stakes alternatives to a comprehensive final exam.
• Do your students normally give an in-class presentation – solo or as part of a group project? If so, students could record a presentation using TechSmith Relay and then upload that to a Blackboard assignment.
• Do you normally give paper final exams in class? Blackboard has a robust test feature and Respondus LockDown Browser andRespondus Monitor can be utilized to provide a secure online testing environment but make sure you provide a practice exam prior to the real test.  In special circumstances, we can also facilitate access to ProctorU.  (Regardless, it’s always good to remind your students about tips for taking an online assessment.)
  • You may have already encountered students who are working with challenging technological capabilities.  Spotty wifi, no webcam, out of date operating systems, etc. can all add to the difficulties of testing.
  • If you believe your test should be timed, think carefully about how students may experience a timed exam differently in the distractions of home.
  • Remember, something will go wrong.  A student’s home Internet may not work at the right time, and they will not be able to come to a campus lab or go to their local library as a back-up. The campus does have hotspots in various parking lots and in the quad.
  • If you require strict sequencing, (I.e., you must answer #1, then #2, etc...), this may be a very different kind of testing than the student has experienced in your courses previously.  If you believe this is necessary, you might explain it to students in advance.  If it is not necessary, then make sure your test set-up doesn’t create unintentional challenges.
  • Worried that you won’t be able to see your student’s written work on a formula or problem? Using the Microsoft Office app, students can take a picture of written work, convert it to PDF, and then upload that to a Bb test or assignment.

These are just a few examples of options as you contemplate end-of-semester activities and assessments in your courses. If you have questions about transferring your F2F final exam or activity online, the ITS Instructional Design & Learning Technology (IDLT) group’s faculty fellows and instructional designers are happy to provide ideas and assistance to help you make that transition. Please contact IDLT at idlt_center@siue.edu and let them know how they can help. They are anxious to work with you to make the conclusion of the semester a success for you and your students.

I want to end by reminding you to continue showing compassion toward our students, and providing maximum flexibility during these difficult times. As you are aware, a large number of our students have experienced and are continuing to experience unsettling events, including loss of income, growing parenting responsibilities, food and housing insecurities, health concerns and a crippling anxiety that adds to the unease caused by a new learning environment midway through the semester. As a university, our goal is to make sure that students’ academic work is fairly recognized, and that course disruption does not disadvantage students’ current or future academic progress. 

Thank you for your patience in navigating this complex situation.  I am truly grateful.

Sincerely,

Denise