Online tests as a method of engagement in higher education

Continuous e-assessment is an effective tool for engaging students with online materials. Not only that, but online tests also allow students to learn in smaller chunks, which reduces procrastination and the need to study intensively just before exams. To solve these tests, students must engage with course materials, enhancing their understanding and identifying areas for further focus. E-assessments have been shown to significantly increase activity within the virtual learning environment (VLE). Instant individual feedback also helps students prepare better for final assessment.

Setting up online tests requires an investment of time and effort to ensure alignment with learning outcomes, and you need to run them with clear instructions and rules to avoid any confusion with students. Nevertheless, educators also reap benefits from online tests, such as automated marking and ease of reuse.

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As an educator teaching core and compulsory modules in economics at the University of Southampton, I strive to find innovative ways to engage my students. To pilot this approach, in my modules I introduced low-stakes continuous e-assessment via our VLE.

This new assessment method proved to be helpful for students because they engaged more with online materials and for me to understand aspects of the module that may need further clarification.

Designing an online test in a virtual learning environment

Ensuring accessibility and usability of online tests is crucial. Tests should be designed to accommodate diverse learners, including students with disabilities, and incorporate features such as screen reader compatibility and adjustable time settings. A good starting point is the web content accessibility guidelines (WCAG).

The instructor should take the test before launching it to fix any technical issues and ensure that questions are clear. Are the instructions easy to understand? Is the test easy find in the VLE and navigate? Do students know what to do if they have technical difficulties?

Implementing an online test 

My goal with continuous e-assessments is to engage students with online materials, and for each student to gain a good understanding about their strengths and weaknesses, improving their academic performance.

I have tried different ways of implementing online tests. From my experience, I use weekly timed tests, with a two-week submission window. In that way, students have less pressure and more flexibility to learn the materials needed for each test.

Summative assessments have worked better than formative assessments on engagement and performance, whether that’s quiz format or other forms of low-stakes assessment. Typically in my modules, I have 10 online tests count for 20 per cent of the total mark and the rest is group assignments and the final exam.

Students have two attempts in each test (each attempt has slightly different questions in a different sequence). This makes students feel less pressured when they take the test. Only the revision test allows just attempt to prepare them better for final exam. I release each test’s answers and individual feedback after the submission deadline of each test.

What about academic integrity concerns?

Adopting continuous e-assessment raises concerns about academic integrity. Risks include students googling answers or collaborating dishonestly. However, educators can use strategies to minimise risk of academic misconduct: keep stakes low and craft questions carefully.

Each online test counts for only 2 per cent of the final mark, which reduces the incentive to cheat. A careful design of questions can discourage straightforward searches for answers. Educators can test questions in tools such as ChatGPT to ensure that they cannot be easily answered through a simple online search.

Although collusion is a concern, I see it as less significant in low-stakes settings. Collaborative engagement with materials can enhance learning.

To further mitigate collusion, I use a question bank to provide different sets of questions for each student. In multiple-choice questions, I include slight variations, while features such as calculated formula questions in the VLE adjust values for each student.

Are students engaging with the online materials?

Feedback from students, gathered through our student-staff liaison committee and module feedback surveys, shows strong preference for low-stakes continuous assessments. Students appreciate opportunities to test their knowledge and receive instant feedback about their understanding of the materials taught.

Nearly 90 per cent of our first-year students engaged with online materials through weekly tests, and there was positive and significant correlation between test completion and performance on final exam, as we found for the period 2020-24 (see Additional Links).

Final verdict on continuous e-assessment

Students’ feedback on the pilot study was excellent, and I decided to keep online tests as a method of assessment and engagement. My modules have been nominated and shortlisted for Blackboard and VLE awards, often highlighting the extensive use of continuous e-assessment. My experience with weekly online tests has been overwhelmingly positive. I encourage other educators, particularly in quantitative subjects, to consider integrating e-assessments. Benefits for both students and educators are significant and can enhance overall learning experience.

Panagiotis Giannarakis is a senior teaching fellow in the department of economics in the School of Economic, Social and Political Sciences at the University of Southampton.

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To read more about the research, see “Continuous e-assessment and the impact on students’ engagement and performance” by Panagiotis Giannarakis with Daniel Cernin and Emanuela Lotti (work in progress).