Show & tell (3 x 15 minutes)

Thursday, February 9, 2017, 14h00 - 15h00, Red Building, Università della Svizzera italiana (USI)


Room A12:

Long-menu questions: one of the added values of e-assessment

Bernard Cerutti, Susanne Aujesky, Daniel Scherly, Annick Galetto, UNIGE

E-assessment innovations include a new question format called "long-menu questions": the programme narrows down the potential answers while the examinees type in their free text response, leaving them with a number of options for their final selection. For that reason, long-menu questions cannot be used in paper-based exams. The hidden list of potential answers may be extremely long. Long-menu questions show good psychometric properties when compared with more common formats such as Type A or Pick N, though confirmatory studies are needed. They provide more variety, reduce the queueing effect, and thus may more closely reflect real life practice than the other item formats inherited from paper-based examination, which are still broadly used during computer-based assessments.


  • Rotthoff T, Baehring T, Dicken HD, Fahron U, Richter B, Fischer MR, Scherbaum WA. 2006. Comparison between Long-Menu and Open-Ended Questions in computerised medical assessments. A randomised controlled trialª. BMC Medical Education 6: 50.
  • Cerutti B, Blondon K, Galetto A. 2016. Long-menu questions in computer-based assessments: a retrospective observational studyª. BMC Medical Education 16: 55.


Room A13:

The lord of the assessment: the two universities

Martin Vögeli, HWZ

A showcase for the assessments of two courses at two universities:

  • At the HWZ (University of Applied Sciences) we employ a conservative combination of a single choice quiz on laptops provided by the institution and a team assignment for groups up to 32 students.
  • At the PHTG (University of Teacher Education) we employ a liberal combination of a multifaceted quiz on "bring your own device" (BYOD) and individual portfolios for groups up to 16 students.

We'll compare the two assessment strategies for questions such as:

  • Why is the group size relevant for the strategy?
  • Are there ways to methodically improve our quizzes?
  • How to reduce the student‘s pressure to succeed?

Let’s talk about assessment – your thoughts will be welcome, too!


Room A14:

Peer assessment using Moodle workshop

Riccardo Mazza, USI/SUPSI

Peer assessment is a valuable evaluation modality where students grade assignments of their peers, based on a teacher’s benchmarks. It can bring several advantages: it can save teacher’s time, as teachers don’t have to rush through each paper. But even more interestingly, it has important pedagogical benefits, as students can learn from grading the work of others, as by grading assignments, students may learn from others’ solution to a problem, see mistakes in their thinking and improve meta cognitive thinking. Peer assessment activity can be easily undertaken using the powerful workshop activity in Moodle. In this session I will show the experience we had in using the workshop module to implement the peer evaluation in a course that embrace the principles of the flipped classroom model.


Room A22:

E-assessment by UniDistance: activities in Moodle, plagiarism and exams in distance

Valérie Follonier, UniDistance

The Swiss Distance Learning University assess a large part of performance records electronically, especially the formative assessments during the semester. The teaching teams use multiple choice questions in Moodle to check the knowledge of the student and the assignment activity in Moodle to support other kinds of e-assessment like essays. In April, we will launch a new CAS in biometrics and privacy entirely in distance, including the assessments. The e-assessment automatically raises the plagiarism question. We offer a possible answer with a tool, established in Moodle, to check for plagiarism. Another question which arises, is: "How can online testing be securely built, so that cheating can be minimised?" To ensure identity and therefore be able to provide real exam conditions in distance, we are working on a new solution with the support of biometrics technologies. We will present and discuss our approaches and considerations.


Room A23:

Moodle-exams with Safe Exam Browser (SEB) on BYOD

Morgan Kavanagh, Daniela Lozza, Lisa Messenzehl, ZHAW

By January 2017, the ZHAW will have administered six online exams to a total of over 400 students. These exams were completed on-site through Moodle on students' own devices, using SEB to ensure security. Adding to the complexity of this experience is the fact that the two different faculties involved, the School of Management and Law and the School of Life Sciences and Facility Management, present different organisational requirements for administering online exams. In this session, we will talk about the experience of using SEB on BYOD, and explain how we organise and try to improve these e-assessments. We will also look at the benefits of electronic exams from a teacher’s perspective, and at the challenge of using students’ own devices from an organisational point of view.


Room A24:

Safe Exam Browser: use cases & how to

Daniel Schneider, ETHZ

Safe Exam Browser is being used in many different exam scenarios, thanks to its flexibility and modularity. As anybody from all over the world can download the software freely, we don't even know all the different use cases it’s being used for. This session is an opportunity to show and discuss some typical exam use cases and how to implement them in SEB. We also want to demonstrate how current and new SEB versions for Mac, Windows and iOS can be used to enhance standard Moodle quizzes (or e-assessments running on other web-based exam systems) with additional external and embedded resources, provide lecture scripts on tablets and enable partial offline capability.


Room A32:

From summative to formative assessment in the flipped classroom using the Mobler App

Christian Glahn, HTW Chur; Marion Gruber, UZH

Flipped classroom didactics require an understanding on the level of preparedness of students before they return to contact sessions. Using formative assessment strategies is one way to understand the student challenges and understanding of concepts.

After four pilot rounds at UZH and HTW Chur the Mobler App has matured and with the availability of the EduID Mobile App, it becomes easier to connect mobile formative assessment into regular courses. In this session we will share our experiences in integrating the Mobler App into flipped classroom settings. Based on a worked example, we will demonstrate how to use course activities to activate Mobler questions and how to monitor student progress from within the LMS as part of formative assessment strategies.


Room A33:

Toolbox assessment

Sabrina Strazny, UNIBE

Competence-based teaching can only succeed if the corresponding testing is also competence-based. Students adapt their learning methods to fit exams. Any learning strategies that go beyond the requirements of a test are ignored since they are not seen as useful. This is the reason why it is so important to align the exam with the learning outcomes. It is also known that informative feedback is one of the strongest factors which positively influences learning success. Ideally, students should have plenty of opportunity to check their learning success in formative assessment formats. An up-to-date university curriculum calls for up-to-date test formats. Our 'toolbox assessment' offers the possibility for a structured search for alternative assessment formats ( At the eduhub conference, the tool and first evaluation results will be presented.


Room A34:

Online examinations with SEB, Virtual Desktop Infrastructure and Moodle for competence-oriented examination designs

Tobias Halbherr, ETHZ

Computer-based examinations can greatly facilitate the design of competence-oriented examination tasks by making professional software and corresponding files and datasets available to students from within the examination environment. For example, it is one thing to assess students’ knowledge and understanding of research statistics in a paper-pencil examination, and quite another to let them answer a given research question by analysing an actual dataset with a corresponding statistics software in a computer-based examination. In this show & tell we will present a secure online examination environment with Safe Exam Browser (SEB), Virtual Desktop Infrastructure (VDI) and Moodle in operation at ETH Zurich. This setup enables student access to common professional software (e.g. Matlab, R-Studio, or MS Office), as well as specialist software (e.g. Isabella, Berkley Madonna), data and files (e.g. statistical datasets, editable programme code, or programme files) and online resources (e.g. academic databases or online repositories) from within a standardised, secure examination environment with effective safeguards against fraud.


Room A11:

Pragmatic e-assessment: five recommendations from experience

Lukas Rieder, Markus Dahinden, Patrick Jucker, Tina Schurter, UNIBE

Let's be honest: It is a daunting task to leave behind paper-and-pencil exams with their well-established, efficient workflow for faculty and staff, the natural acceptance by students and the experience of decades. Hard-to-answer questions around technical and legal issues only make the switch to an electronic medium less appealing. We look after many high-stakes exams, both at our own faculty and for external clients. Some of these exams have already used our e-assessment system (an in-house development) for the third year running, others will use it for the first time this year, yet others will remain on paper for years to come. In this session, we want to outline a pragmatic approach to the introduction of electronic exams, one that has worked for us:

  • Benefit from electronic exam management: Collaborative processes lead to better exams.
  • Contain the risks of switching from paper to an electronic device: Have a fallback strategy.
  • Be initially conservative with exam content: Not everything that's possible is sensible.
  • Listen to faculty, staff and students: Get structured feedback.
  • Start now, scale later: Acceptance and efficiency come from experience.


Room A21:

E-assessment with BYOD, SEB and Moodle at FFHS

Jetmire Sadiki, FFHS

The Swiss Distance University of Applied Sciences (FFHS) conducted the first online exams on Moodle in January 2017. The students used their own laptop (BYOD) and the Safe Exam Browser (SEB), which they had previously installed. By means of a short demo exam and a mock exam, they were able to check up two months in advance to see if the installation is running properly and if they could solve the mock exam. The online exams took place in Regensdorf (ZH) and were supervised by the lecturer and the Learning Center. In the presentation, we will tell about our experiences with the concept BYOD, SEB and Moodle and what further steps are planned in the area of e-assessment at the FFHS.