Each morning I see anywhere from 1/8 to 1/3 of my students per class in person, while the rest continue taking the course via Zoom in the afternoon. If I choose to give a test, how do I ensure that the at-home students don't get advantages (except, of course, for easier cheating) that the in-class students don't get? If I had to defend my test-giving against charges of a lack of equity, how would I do so?
Tomorrow I'm giving a stats test, and next Thursday I'm giving a pre-calculus test. Here's how I'm handling each of them.
Tomorrow's statistics class must be done during class time. In-class students will get one version, on paper, and will do the test during our 50-minute class. At-home students will get a different version, and it will show up on their Google Classroom page 5 minutes before class starts. They have until 5 minutes after class to submit it. This gives them plenty of time to print the test out (for those who do that), to scan their tests when done, and submit them through Google Classroom. As I cannot prevent the at-home students from looking at notes, the book, etc., I will allow the in-class students to do that as well.
That isn't very creative, though. With next week's pre-calculus class, though, another teacher and I are working together to get a bit more creative.
This test will be multiple choice, which is something I never do. In-class students will get a paper copy and an answer sheet, which I can scan by document camera as soon as they turn it in and immediately give them their scores. At-home students will take the test on their computers, and thus will need no extra time to submit their tests, but I am going to require them to submit their work so that I can give credit only for correct answers that are supported by work they did (an anti-cheating measure). The online test administration can be set so that the students can take the test only during the test window I designate. Also, the multiple choice answers will be written so as to prevent "process-of-elimination guessing" and other such issues. And of course, there will be different versions of this test.
My tests were designed during pre-'rona "real school", where classes were 50-55 minutes each. Thus, they're designed to be completed in 50 minutes. However, due to the 'rona, I've been much more lax about time constraints--that might have been a mistake on my part, and not just because of cheating. Now that I've had students back in class, I see that they've learned even less than I'd thought. Too many haven't "engaged" in their learning, they have at most listened to what I've said and watched what I've done, and then during tests, they try to follow examples in the book or their notes. Too many of them don't "own" the knowledge they're trying to demonstrate. I shall endeavor to correct that.