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Inspera

Inspera Online Assessments is the University’s platform for delivering online examinations.

Inspera staff development hub

Information on staff development, software training and support.

Inspera Admin site

Inspera production Admin site for authoring, delivering and grading your assessments.

Inspera exam processes for teachers

Guides on setting up and submitting Inspera online exams.

Tests and exams

Guidelines for conducting tests and examinations in 2022.

Inspera drop-in sessions 2022

Inspera drop-in sessions are advertised via the Inspera support page on the Staff Intranet.

Inspera for mid-semester tests, 2022

Tests ordinarily sat under examination conditions are not required to be conducted under invigilated conditions. Course Directors wishing to conduct invigilated tests should check with their Associate Dean (Learning and Teaching), who are authorised to approve requests for digital or in-person invigilation.

Questions should be designed to test higher-order thinking and we encourage the use of Inspera for in-term tests and assessments as preparation for end of semester exams.

It is important to note that setting up an Inspera test through Canvas ensures that you don’t have to manage a list of ‘candidates’ within Inspera (students who are assigned the test); Canvas will do that part for you. Please review the instructions for setting up an Inspera Assessment using Canvas LTI.

See also the guidelines for the delivery of mid-semester tests.

Help and support

For access to Inspera and any other queries email: inspera@auckland.ac.nz

Canvas LTI and Inspera for quizzes, practice tests and online tests

Creating an Inspera assessment through Canvas removes the headache of managing your class roster within Inspera. When students follow the link to Inspera from Canvas they are added to the Inspera assessment automatically (this is called Learning Tools Interoperability or LTI). Follow the how-to guides on the Inspera staff development hub.

Pedagogical guidelines for using Inspera

Inspera is a purpose built, end to end online assessment system, suitable for exams, tests and quizzes.  Inspera mitigates some of the limitations of Canvas and provides a consistent, user-friendly examination experience for both staff and students (onshore and offshore).

View PDF version of the checklist for designing online assessments in Inspera (59KB).

Start with learning outcomes

Assessments are intended to measure knowledge acquisition, performance and capability development and should be aligned with the course’s intended learning outcomes. If learning outcomes have been demonstrated elsewhere in the course, consider if it is necessary to reassess these aspects of student knowledge in the exam.

Promote academic integrity

Some ideas that you may wish to consider for promoting academic integrity include:

  • Consider adding Socratic and reflective questions that require students to give a personal opinion or response, e.g., Why would someone make this assumption? Why do you think this is true? If that happened, what else would happen as a result? Why?
  • Ask students to provide personal artefacts (e.g., photos of working out, handwritten essay plans, etc.) using the Upload Assignment question type.
  • For recall type questions, ensure they are not generic to the point that students can retrieve answers from the internet. To double check, enter some of the words from your question on Google and monitor for any replication in content.
  • Assign word limits in your assessment instructions to deter students cutting and pasting in large chunks of text. (NOTE: Avoid using the Limit maximum words function in Inspera as this will start to delete text once a student goes over the limit. Instead, it is recommended that you communicate guidance on word limits in instructions and turn on the Show word count)
  • Consider providing rubrics using Bands and Criteria so that students understand the criteria they are expected to fulfil in their assessments.
  • Include the Academic Honesty Declaration in your assessment.
  • Inform students about the University’s expectations on academic integrity when preparing for their online test or examination.

Design for non-invigilated exams

Inspera offers a number of different question types (e.g., multiple-choice, drag and drop, true/false), some of which may lend themselves more towards the recall of facts rather than the application of concepts. When creating assessments for the online environment, it is recommended that examiners should redesign questions to promote higher-level thinking, such as:

  • Questions that require students to apply critical thinking and reasoning skills.
  • Authentic assessments, which require students to “do” the subject, e.g., by making judgements about relevant information and skills they have learned and applying these to a scenario.
  • Questions that require students to interpret or apply data, evidence or frameworks.
  • Multi-step questions, where one item builds on the previous one.

To enable the creation of such questions, Inspera includes several question types for manually marked items, including Essay and Upload Assignment options.

Manually marked question types in Inspera

Where multiple-choice format is required, it may be beneficial to consider preparing multiple versions and utilising the in-built randomisation of question numbers to maximise assessment security and deter academic misconduct.

It is also recommended that you design your exam with inclusive design principles in mind to ensure students are provided equitable opportunities to be successful. Also, try to ensure that instructions and expectations are clear, e.g., provide guidance on word counts, expected format (e.g., questions vs. short answers, points values, guidance around referencing requirements, etc).

Related links:

Preparing students

  • Inform students about the relevant University regulations, statutes and guidelines on academic integrity,  and emphasise the importance of academic integrity before the assessment.
  • Inform students about the University’s expectations on academic integrity when preparing for their online test or examination.
  • Ask students to view the short video on sitting the exam using Inspera.
  • Advise students to log in to Inspera in advance and check that they can gain appropriate access. Note that the recommended browser is Chrome.
  • Advise students to practice doing an Inspera assessment. They can do this by logging in to Inspera using their University sign-in details, selecting the Demo tests tab, and doing Demo Test 1. Alternatively, you can create your own mock exam for students to go through or consider converting an actual course quiz into Inspera before the exam so students have the opportunity to experience ‘real world conditions’.
  • Exams that require learners to submit some answers via scanned image or photograph (e.g., diagrams, equations, etc.), students must have an opportunity to complete a practice exercise beforehand to ensure they are familiar with the technological requirements for uploading images. Further, students must be advised at least two weeks before the exam of any necessary equipment or technology. Examples include pens, paper, and access to a digital camera.
  • Ensure that students are clear about what is meant by an ‘open-book’ exam (see the Exams page for definitions of exam types).
  • Provide a space where students can ask any questions they may have about the exam process, e.g., allow time in class and/or set up a Canvas discussion. Questions may relate to special exam conditions, procedures for aegrotat and compassionate consideration and student support during the exam.

Students are also sent information about preparing for and sitting their exam by the Assessment Services. You can view the archive of messages sent to students via the University website.

 

Other advice for students

Page updated 05/04/2022 (updated Assessment Services)

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