This document introduces some options for developing and administering online assessments.
Considerations for administering exams online as open-book or take-home exams.
The 3 design categories, or levels, over which instructors have control to minimize cheating on exams and other assessments, with example for each category.
A checklist of the content recommended for the first day of holding a section in a new semester. The checklist is appropriate for both classroom and online courses.
A collection of tips for promoting effective groupwork, a sample form for having students in a group evaluate the level of participation form group members, and recommendations for further resources.
A robust primer on online discussion forum assignments
This is a guide for both the instructor submitting student work samples, and the reviewer evaluating the instructor’s graded student work samples.
A description of the process for writing or revising course-specific policies, and examples of communication, technology, and in-class work policies.
This resource is your step-by-step guide to begin a conversation with the student in a way that shows you care. You don’t need to be a therapist, but you can be kind and supportive while maintaining appropriate boundaries.
Use of social media platforms in academic courses. Specifically, considering requiring students to post on social media platforms that are not secured by USC, such as through Shibboleth verification.