Exporting Assessments

March 10, 2016 Kelly Basara

Users typically export exams to review for errors or necessary revisions through committees or exam review sessions. The exam can be partially finished in draft mode or already posted.

The exam report feature allows users to customize data they would like to export. Some users print a few copies of the Exam Taker version to bring on exam day as backup copies in case there is an issue with an Exam Taker's laptop. Answers from a paper based exam can be imported using bubble sheets as long as your account has the Scantron Integration feature enabled.

1. Navigate to an assessment.

2. Click Print/Export Exam.

3. The Print/Export window will appear.

4. Select the options desired.

5. The assessment information will be pre-selected based on the export type chosen. Any of these selections can be customized.

6. Click Print/Export.

7. This will begin the process of downloading the exported exam, which will be in a compressed Zip file. Open the zip file to open your exam as either a Word Document or PDF.

Selecting Exam Taker will pre-select options to print an assessment ready for Exam Takers to take. Selecting Faculty Review will pre-select options to optimize faculty review for the assessment.

Best Practices: Exporting Assessments

Assessments are meant to document student learning. Being able to export assessments allows flexibility in the delivering and reviewing of assessments.

Exporting an assessment provides a hard copy of all questions and attachments (excluding video) for an assessment.

Scantron Assessments & Alternative Assessments:
Having multiple paper copies of the assessment aides in delivering scantron exams and assessments in a special testing situation. Students can be assigned with specific versions of the same test, and faculty can then upload these answers in the ExamSoft system to have student data included in reports.

Assessment Review Committees:
Reviewing an exam in its entirety allows teams to determine the export type chosen. Any of these selections can be learning targets. The appropriateness of a question in a particular assessment will be determined by comparing the content of the question to the instructional objectives.

Building Assessments & Question Analytics:
Instructors can work individually or collaborative to develop their cycles of formative and summative assessments. Considering the quality of the question is important when constructing effective assessments. Perhaps an ambiguously worded question or criterion is unclear. Maybe students misinterpreted the content of the question. Reviewing the question performance allows instructors to determine if the item appropriately addressed the knowledge, skill, and understanding they intended to measure.

Develop Feedback:
Students require regular descriptive feedback to take decisive action and improve their understanding. The most effective feedback clearly identifies the learning outcome and offers suggestions for corrective action.

Curriculum Mapping:
Faculty can engage in data-driven decision making through the review of assessments and the information provided by the question performance. Based on this data, faculty can make programmatic decisions that impact the curriculum and instructional delivery methods.

 
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