Alternative Assessment Practices in Higher Education during the COVID-19 Pandemic

Abstract

The COVID-19 pandemic has significantly disrupted many aspects of life including education and assessment practices in the higher education sectors. Universities worldwide had to adopt new assessment technologies as COVID-19-related restrictions made it impossible to conduct invigilated exams. Therefore, academics had to change their assessment styles, types, and formats to match the new normal. Although online education is a well-established domain where remote assessments are the usual practice, such a sudden shift made it extremely difficult to manage this within such short notice. Alternative assessments, such as online assessments, open-book exams, timed assessments, and online exams, were used as a replacement for traditional face-to-face exams. However, careful consideration and planning were necessary to ensure effectiveness, fairness, and prevention of academic misconduct. This paper examines alternative assessment practices used in different parts of the world, the historical context of invigilated exams, and the impacts of this sudden shift on academics and teaching pedagogy. Additionally, the paper provides recommended strategies to help academics plan assessment design as multi-mode delivery (i.e., hybrid approach offering both in-person and online options concurrently) and assessment practices are likely to continue in the post-COVID world Moving forward, universities must adapt to the changing assessment practices brought about by the pandemic and develop strategies to ensure academic integrity and fair assessment practices. This includes designing assessments that are appropriate for remote delivery, incorporating new assessment technologies, and ensuring that assessments are fair and secure. Furthermore, universities must continue to explore and develop new assessment practices that meet the needs of their students in the changing landscape of higher education.