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The guidance explains how to communicate clear rules and instructions, manage exam integrity through controlled access and randomized question delivery, and provide sufficient time for completion. It also recommends aligning questions to learning outcomes and setting scoring values based on question complexity, while encouraging appropriate response formats and partial credit.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/tips-for-moving-exams-online-practical-guidelines-for-online-assessment/439513/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/tips-for-moving-exams-online-practical-guidelines-for-online-assessment/439513.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How should teachers communicate exam rules for students taking online exams?","Question",{"text":112,"@type":113},"Teachers should provide clear and specific rules and instructions in advance to reduce anxiety. Details can include question expectations, time limits, scoring, whether students may save and return, and whether the exam is open or closed book.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What strategies does the guide suggest to reduce cheating in online exams?",{"text":117,"@type":113},"The guide recommends password-protecting the exam, limiting attempts, and requiring an honesty statement before starting. It also suggests controlling session access within a set time, shuffling items or creating multiple versions, using an item bank for randomization, and adding justification fields or using more open-ended question types when platform features allow.",{"name":119,"@type":110,"acceptedAnswer":120},"How should exam questions and scoring be structured to match learning outcomes?",{"text":121,"@type":113},"Teachers should build questions from learning objectives, ensuring each objective is addressed at least once, and choose question types that best reflect the required skills. Scoring should reflect question complexity, with options like partial credit for multipart questions and allowing students to show work for problem-solving tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},439513,1792180412,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Tips for moving exams online  \nYour assessment plans, just like all your other learning plans, have probably been suddenly disrupted during this crisis. And, due to family responsibilities, or anxiety, your students may not have the time or ability to concentrate on full length exams like they would typically be able to in a classroom setting.  \nBut all is not lost. As you know, the goal of giving an exam is to evaluate student learning at the end of an instructional unit. If there are other ways of doing this--for example, a culminating project, portfolio, or other open-ended assignment that a student could submit online, consider these before an online exam, particularly a multiple-choice exam.  \nIf you decide to use a traditional summative exam, these research-based tips can make the online experience better for you and your students.  \n1) Create clear and specific rules and instructions so students know exactly what to do.  \n• Online assessment is new for your students. Reduce anxiety by clearly communicating the rules and instructions before the exam so there are no surprises.  \n• For example, if you would like them to write their essays in paragraphs or to show their work for problem sets, be sure to explicitly state this.  \n• The rules may include how many opportunities students have to complete the exam, if they can or cannot save and come back later to finish, if they need to put away all mobile devices or whether it is an open or closed book exam.  \n• Provide other details such as the list of learning objectives the exam will address, how many questions to expect, the amount of time they will have to complete the exam, how many points each question is worth, etc. A study guide or a practice test can also help your students prepare.  \n2) Reduce the opportunities for cheating.  \n• Password protect your exam and limit to one attempt.  \n• Require students to complete a statement of honesty before beginning the exam (this can be done through a digital form or added as the first item of the exam) .  \n• Open and close access to your exam session within a predetermined time period.  \n• Shuffle items or create multiple versions of the exam to randomly assign to students.  \n• Create a pool or item bank to pull random questions from (many platforms allow for this, including MyLab and Mastering, and most learning management systems (LMS)) .  \n• Ask students to justify or explain their answers by adding an open response field after each selected-response question.  \n• Use more open-ended question types instead of true/false or multiple choice questions if you don’t have the capabilities listed above.  \n3) Make sure students can reasonably complete the exam within the time allotted.  \nUnless you are assessing how quickly your students can complete the exam, allow them ample time to complete it. It is important to keep in mind that your students don’t know the knowledge and skills as well as you do, so be sure to cushion each item with more time than you would expect to take to complete the exam yourself. If possible, have an assistant or colleague proofread your exam before it is time to administer it.  \n4) Align your exam questions to learning outcomes.  \n• Regardless of whether the exam is online or on paper, if you are creating it from scratch, make sure you use the objectives as your guide as you develop the questions. Each objective should be addressed at least once.  \n• Determine which types of questions or items best reflect the learning objectives. For example, if the objective requires a student to critique a poem, then an essay question would be a logical and efficient choice, whereas a multiple choice question would not typically be the most efficient way to gauge a student’s ability to critique. This will affect the method you use to administer the exam (for example, multiple choice questions are easy todo in most LMSs) .  \n5) Scoring and point values should be based on the complexity and difficulty of the questions.  ","cbCaipoUmqHONslj","https://ap.wps.com/l/cbCaipoUmqHONslj","pdf",212173,"English","# Preparing Online Exam Experiences\n## Communicate clear rules and instructions\n## Reduce opportunities for cheating\n## Ensure students can complete within time\n## Align questions to learning outcomes\n## Score based on complexity and difficulty","[{\"question\":\"How should teachers communicate exam rules for students taking online exams?\",\"answer\":\"Teachers should provide clear and specific rules and instructions in advance to reduce anxiety. Details can include question expectations, time limits, scoring, whether students may save and return, and whether the exam is open or closed book.\"},{\"question\":\"What strategies does the guide suggest to reduce cheating in online exams?\",\"answer\":\"The guide recommends password-protecting the exam, limiting attempts, and requiring an honesty statement before starting. It also suggests controlling session access within a set time, shuffling items or creating multiple versions, using an item bank for randomization, and adding justification fields or using more open-ended question types when platform features allow.\"},{\"question\":\"How should exam questions and scoring be structured to match learning outcomes?\",\"answer\":\"Teachers should build questions from learning objectives, ensuring each objective is addressed at least once, and choose question types that best reflect the required skills. Scoring should reflect question complexity, with options like partial credit for multipart questions and allowing students to show work for problem-solving tasks.\"}]","Tips for Moving Exams Online - Practical Guidelines for Online Assessment | PDF",1790689016]