Remote Exams: The Move From Traditional Exam Questions to Case Study Style Assessment


In 2020, because of Covid-19, student summative assessments were required to be completed off campus as opposed to being attempted in invigilated exam locations and conditions. Exams had already been written, and moderated, prior to this decision being taken, and were a form of assessment which not only tested students’ knowledge but also, in part, tested students memories. As a result of exams being attempted, often in students’ home, without an invigilator it was largely assumed that, as students had access to their learning material and the internet, students would access these resources when completing exam questions. In 2021, lecturers were informed before the exams were written that the exams would once again be attempted in a non-invigilated setting and, at this time, I made the decision to change my usual exam style questions to case study style questions. This meant that students had to apply their knowledge to the previously unseen case studies in the exam paper, with the answers unable to be found in their teaching material or by searching the internet. This study compares exam results in 2020 and 2021 and also analyses student feedback regarding the use of case study style questions. It also provides feedback regarding student engagement in class by using groupwork to analyse case studies.

Author Information
Ellen Spender, Swansea University, United Kingdom

Paper Information
Conference: ECE2022
Stream: Assessment Theories & Methodologies

The full paper is not available for this title

Video Presentation

Comments & Feedback

Place a comment using your LinkedIn profile


Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by James Alexander Gordon