PROCTORED ASSESSMENTS: OPTIONS TO CONSIDER DURING THE COVID-19 OUTBREAK
ATI’s nurse educators and test-security experts have put forward a list of recommendations for dealing with this concern.
Option 1: Reschedule proctored exams.
Evaluate whether your scheduled assessments must be administered during the current semester or whether it’s possible to reschedule them for a future semester. One easy way to help you make this choice? Consider whether students have had enough time to learn the content covered in the assessment based on the ongoing disruption to on-campus instruction.
If you’re unsure of your students’ level of preparedness, look at the data. You probably already use ATI information as evidence in preparing outcome reports for state board and accreditation needs. As you navigate the COVID19 outbreak, analyze the data with a similar eye. You may realize that — despite your best efforts — some students or cohorts may not be optimally prepared to take a proctored assessments. If that’s the case, consider altering testing dates to promote student success.
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A CRUCIAL CONSIDERATION: MAINTAINING ASSESSMENT INTEGRITY During this unprecedented challenge, it may be tempting to overlook the security protocols that protect the integrity of proctored assessments. Yet, now more than ever, it is essential to maintain adherence to these protocols. Protecting the integrity of the assessments means protecting the data and insights they generate, as well as maintaining a fair playing field for all students. Know that ATI will continue to monitor proctored assessments and observe all security protocols to protect the integrity of our assessments. |
Option 2: Consider alternatives to proctored exams.
As you educate your students using online-only options, you still obviously need ways to assess their comprehension of content, even if you can’t do so in a proctored setting. Consider, then, alternatives.
- Practice assessments. Use practice assessments (A and B) within the Content Mastery Series to their full extent (for example, turn off rationale and closed book/notes) and complete Focused Review 2.0 remediation. Ensure that there is at least a 1-week restriction between attempts to allow time for remediation. (Refer to the “ATI Nursing Integration Remediation Plan for Success” under the “Resources” tab within the Faculty Portal for more information.)
- Group reports. Use Content Mastery Series (CMS) and Concept-Based Assessments (CBC) group reports to create remediation sessions with Focused Review. To reinforce content and build knowledge, assign students active learning templates, discussion boards, three critical-point discussions, and/or virtual presentations on topics requiring remediation.
- CAB practice assessments. Create practice assessments within Custom Assessment Builder (CAB) to challenge students on course content. You can use the nearly 3,000 questions in the ATI test bank to develop these assessments. (Not familiar with CAB? Refer to the Custom Assessment Builder training in ATI Academy.)
- Prior assessment data. Take a look back at previous CMS or CBC assessment data on your course to look for content areas with less than 50% comprehension. Use those statistics to create lesson plans to bridge the gaps you discover.
- Quizzes. Both you and your students can use Learning System 3.0 and BoardVitals to create quizzes on focused content areas to assist with knowledge gaps. You can send assignments to the entire class or individual students. You can give seniors any of the NCLEX adaptive quizzes for content review with remediation.
As we develop other available resources and implementation approaches, we’ll communicate them to you ASAP.