General information on Take Home Exams with temp-Moodle
Due to the Corona pandemic and the associated restrictions, it is currently not possible or only possible to a very limited extent to conduct examinations in presence in the winter semester 2020/21. Therefore, RWTH Aachen University makes it possible to conduct examinations as distance examinations (Take Home Exams). The decision for or against a distance examination is solely incumbent on the respective lecturer responsible for the exam and is part of their legally protected freedom in research and teaching.
In addition to the option of conducting electronic examinations using the electronic examination system Dynexite, lecturers can also use temp-Moodle for distance examinations. For exams after 12 April 2021, which are parallel to the lectures of summer semester 2021, you can provide the examination documents to the students and collect their solutions via an activity "Assignment". The assignment can also be used for later digital post-exam review. Finally, you can also post the preliminary exam results prior to the post-exam review via the "Grades" area in temp-Moodle.
Please note that we can currently support scenarios with up to 400 students. With more students the risk of peak loads increases. For scenarios with more than 400 students better start the exam in staggered cohorts of up to 400 students.
The chairs conducting the exam are responsible for archiving the submissions! temp-Moodle cannot serve as an archiving system.
A number of steps are necessary to prepare for a distance exam with temp-Moodle, which are described in detail in the instructions to be found here. They also describe in detail how students submit their solutions via the assignment activity. Additionally, the CLS provides instructions for lecturers and students alike, explaining, for example, how to monitor the remote exam via Zoom video conferencing or how to create a PDF scan using a smartphone.
Below we summarize the necessary preparation steps in temp-Moodle as concisely as possible. For details, please refer to the detailed illustrated instructions.
Table of Content
1. Remove Tutors
2. Add exam candidates
3. Form groups
4. Ask students to decide for exam format and provide a phone number
5. Examination with the Assigment activity
6. Identity verification in Zoom video conference
7. Provide students with contact information for the exam proctor
8. Refer students to test course
Persons with the role of a Tutor have access to exam room content that is hidden for students, just like Managers. Therefore, if necessary, remove all persons with the role of a Tutor from the exam room to prevent a possible leak of the examination documents.
If necessary, add those examinees who are not yet in the temp-Moodle exam room as "Extra participants". Otherwise, these people will not have access to the assignment through which the exam materials are provided.
- Small exams: Add the missing people manually via the list of participants.
- Large exams: Complete this step along with forming groups in step 3 (see below 3. Form groups)., using a new import feature for large numbers of people.
If you are working with cohorts and exam variants, divide the examinees into several groups accordingly to restrict access to the relevant exam information and documents. Before you create the groups, hide the list of participants from the students. This way, they will not see which group they belong to and will not be able to coordinate before the exam.
Create a Feedback activity in the topic section for the exam. Ask the examinees whether they want to take the video-supervised distance exam with temp-Moodle or whether they want to switch to an alternative exam format, e.g. a face-to-face exam at a later time. Such an explicit decision for a video-supervised distance exam is necessary, as students have to agree to video surveillance for data protection reasons.
When using Zoom video surveillance, examiners can make use of the option to generate an exam protocol in Zoom, logging the entries and exits of participants. If this log is to be used and stored, be sure to inform students on this fact when asking for the desired exam format. They do not have to agree to the exam protocol being used, but they do have to be informed that it will be used.
Also, ask students to provide a phone number through the exam supervisors can contact them in case of technical issues or other problems. In this context, pleas also note 7. Provide students with contact information for the exam proctor below.
Create an Assignment activity. Use this to make the examination documents available and specify the period within which the students can submit their solutions. Allow students an additional 30 minutes at least to scan, upload, and submit their exam paper, if necessary. Additionally, by stretching out the submission time you take load off the system for large exams because the uploads and submissions are then spread out over a larger period of time.
Ideally, make the assignment with the exam question file available one day before the exam. Encrypt the file with a strong secure password of at least 10 digits containing upper and lower case letters, numbers and special characters. Present the password during the video conference, which is conducted in parallel with the exam for the purpose of cheating control.
By providing it in advance, you take potential load off the system for large exams because when the exam starts, not all students are accessing the assignment and the assignment file at the same time.
If you are working with cohorts and exam variants, create multiple assignments and use restrict access conditions of type "Group" to ensure that each group has access only to the variant intended for them.
After the exam, you can download all the solutions as a ZIP file and correct them offline. The correction files can be uploaded again as a ZIP file for digital post-exam review. They are automatically assigned to the correct students. In general, students only see their own submission and also only the feedback files assigned to them.
Instructions: Carry out exam with the activity “Assignment”, Submit solutions / Information for students, Privacy-compliant provision of preliminary exam results, Electronic post-exam review for Take Home Exams conducted with temp-Moodle
Identity verification for the exam via blue card/photo ID is very time-consuming. Therefore, you can alternatively use a less clear but simpler privacy approved process. In doing so, provide students with individual random one-time IDs via the Grades section in the exam room. Students add these to their own name in the waiting room for the Zoom meeting. Match the IDs and names against each other using a list.
Be sure to provide students with contact information for the exam supervision prior to the start of the exam so that students have a contact person in case of technical or other problems!
Students can try out creating a solution in this test course. They can enroll in the course via self-enrollment and then have 60 days of access.