[FUN_Mail] Open book/on-line exam questions

[Bill Ju]

Yes - I'd pull about 4-5 different figures and then use them on different students (I also ask students to sign a declaration of confidentiality and non-disclosure as a form of academic integrity). This works for a class of up to 40 really well.

I really feel for you! I'd suggest actually combining a few of the excellent ideas for a variety of different questions.

Good luck - and hope it doesn't have to go that route - heard that many west coast universities are canceling classes and that the continuity planning has not always been as clear

Dr. William Ju, M.Sc., Ph.D.
Associate Professor, Teaching Stream
University of Toronto


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From: FUN_Mail <fun_mail-bounces at lists.funfaculty.org> on behalf of Monica Linden <Monica_Linden at brown.edu>
Sent: Sunday, March 8, 2020 9:29 PM
To: Faculty for Undergraduate Neuroscience Mailing List <FUN_Mail at lists.funfaculty.org>
Subject: Re: [FUN_Mail] Open book/on-line exam questions

How big is your class? These are all great ideas, but I still worry about collaboration, looking up the primary source, etc.

If our University makes us go online, I'm considering one-on-one oral exams where they would have to basically do the reverse journal club idea but on video with me. Would that work for your class size?

On Sun, Mar 8, 2020, 7:10 PM Judith Ogilvie <judith.ogilvie at slu.edu<mailto:judith.ogilvie at slu.edu>> wrote:
I'm scheduled to give an exam next week, right after spring break. I was finishing my first draft of the exam when I realized that many of the students should probably be self-quarantined when they return to campus, so now I'm trying to think about alternative ways to finish the semester.... or at least get through the next week. An open-book or on-line exam seems like a great alternative, but I have never written an open-book exam before and am not sure how to think about it. Does anyone have specific and/or constructive suggestions? It seems like students could google any question I might ask that addresses content learning objectives. A bunch of open-ended essay questions seems like a nightmare to grade, so if that is what you have done, suggestions about rubrics and how to make grading easier are also needed. This is an upper-level class with 30 students on Neurobiology of Disease.

Thanks,
Judy O



****************************************************
Judith Mosinger Ogilvie, Ph.D., FARVO
Associate Professor of Biology

Co-Director, Neuroscience Program

Saint Louis University



Office:  Morrissey 2513

3700 Lindell Boulevard
St. Louis, MO  63108
email:      judith.ogilvie at slu.edu<mailto:ogilviej at slu.edu>
Phone:     314-977-3965
Fax:         314-977-1014



Lab:         Schwitalla M109

1402 South Grand Avenue

St. Louis, MO 63104

Phone:     314-977-1711

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