About the project
In each of the summers of 2020 and 2021, more than 30,000 University of London students undertook over 110,000 online timed assessments, in place of conventional examinations in exam halls, because of the Covid-19 pandemic, which precluded such events.
The University of London commissioned the then Centre for Online and Distance Education to undertake a detailed evaluation of the move to online assessment in 2020 and the evaluation was repeated in 2021. The project team was led by Linda Amrane-Cooper, with CODE Fellows Stylianos Hatzipanagos and Alan Tait and University of London colleagues James Berry, Huw Morgan-Jones, Amardeep Sanghera, Mike Sawyer. Plus in 2020 only Gwyneth Hughes (CODE) and Elsie Lauchlan (from data analysis company Shift Insight). Two CODE Student Research Fellows also formed part of the evaluation team.
The project aimed to collect data about, and generate understanding of this transition to online assessment, primarily from the perspective of the experience of the students who have been affected, also including from the perspective of other key stakeholders (examiners, technical staff and programme directors).
A key objective of the evaluation was that the output would help to support planning assessments for summers 2021 and 2022, both at the University and within the Member Institutions (MIs) and inform planning and preparation for 2023 and beyond.
The project has since been converted to a longitudinal study
This project was funded through the University of London Centre for Online and Distance Education (CODE).
Dr Linda Amrane-Cooper (Director of the CODE)
James Berry (Associate Director: Student Affairs)
Professor Stylianos Hatzipanagos (CODE Fellow)
Ellen Hauff (CODE Student Fellow)
Huw Morgan-Jones (Head of Surveys and Student Voice)
Amardeep Sanghera (Student Affairs)
Michael Sawyer (Student Services)
Hannah Dorothy Mary Shekhawat (CODE Student Fellow)
Professor Alan Tait (CODE)
May 2020 – Ongoing
Outputs and resources
The report provides an overview of the evaluation of the online examinations in summers of 2020 and 2021.
It was important to ensure that appropriate oversight of the findings and recommendations from the evaluation informed planning and development in online timed assessments. In this respect, reports and summaries of the findings were presented at a significant number of UoL Governance committees, the Student Voice Group and Programme leader Forums throughout 2020 – 2022.
Papers, conference presentations and webinars
Amrane-Cooper, L, Hatzipanagos, S., & Tait, A. (2023) 'Silver linings: rethinking assessment pedagogy under the pandemic' EURODL, Volume 25 (2023) – Issue 1 (March 2023). https://eden-europe.eu/new-article-on-eurodl-silver-linings-rethinking-assessment-pedagogy-under-the-pandemic/
Amrane-Cooper, L., Hatzipanagos, S., and Tait, A. (2022) ‘Measuring the impact of the move to online assessment in the University of London international programmes 2020-2022’ [Paper presentation]. Innovating Higher Education conference 2022: Digital Reset: European Universities Transforming for a Changing World. EADTU: Athens, Greece.
Amrane-Cooper, L., Hatzipanagos, S., & Tait, A. (2022) Developing Student Behaviours that Support Academic Integrity in Distance Learning. Open Praxis, 13(4), pp.378–384. DOI: https://doi.org/10.55982/openpraxis.13.4.461
Hatzipanagos, S. and Tait, A. (2022) Designing plagiarism out of assessment. Supporting Student Success online workshop, January 28, 2022. Centre for Distance Education.
Hughes, G., Hatzipanagos, S, Amrane-Cooper, L. & Tait, A. (2022, June 22-24) Using the disruption of the pandemic to enhance assessment design in distance learning programmes [Paper presentation]. International Assessment in Higher Education Conference 2022, Manchester, UK.
Amrane-Cooper, L., Hatzipanagos, S., Tait, A. (2021) Developing Student Behaviours that Support Academic Integrity in Distance Learning. ICDE, Virtual Global Conference Week, October 2021.
Amrane-Cooper, L., Hatzipanagos, S. Tait, A. (2021) Moving Assessment Online at Scale. RIDE 2021 conference, June 18, 2021, Centre for Distance Education.
Amrane-Cooper, L., Sanghera, A. (2021) Inclusive Practice: learning from our students. RIDE 2021 conference, June 18, 2021, Centre for Distance Education.
Hughes, G. Amrane-Cooper, L., Hatzipanagos, S. , Tait, A. (2021) Using the disruption of the pandemic to enhance assessment design in distance learning programmes. Academic Practice and Technology (APT) 2021 Conference, July 2021, UCL.
Tait, A., Hatzipanagos, S. (2021) What Will Assessment Look Like in 2021. Webinar in series of Experiences in Digital learning monthly webinars from CDE, Goldsmiths and the University of London Institute in Paris. February 4, 2021.
Hatzipanagos, S., Tait, A., Amrane-Cooper, L. (2020) Towards A Post Covid-19 Digital Authentic Assessment Practice: When Radical Changes Enhance the Student Experience. In Enhancing the Human Experience of Learning with Technology: New challenges for research into digital, open, distance & networked education, Proceedings 2020 Research Workshop. European Distance and E-Learning Network (EDEN).
Hatzipanagos, S. (2020) Covid-19 Silver Linings: Transition to Digital Assessment Practice to Enhance the Student Experience. Webinar, Computers and Learning Research Group – November 26, 2020. The Open University.
This is an ongoing long term review of University of London online timed assessments.