It’s getting to be that time when we start preparing for final exams, and this semester’s finals are going to be very different! Here are some suggestions to consider:

1.   Keep to the published final exam schedule but consider giving a longer window of time for students to access the test. Students may not have access to a computer and/or Wi-Fi during the published 2-hour time. For example, consider a several hour time span or even a full day or multiple days. To do this in Canvas, set the “quiz” availability dates/times and due date.

2.   Test settings to consider: Set a time limit for the test. Generally, one minute per question is more than adequate for multiple choice, true/false, etc. For students registered with the DRC who need additional time, remember to set the extra time for those students. You can also:

  • Shuffle the answers to multiple choice/multiple answer test questions (if you have “all of the above” questions, change the wording to “all of the answer choices”).
  • Select that students can view only one question at a time.
  • Make an informed choice about when students can see their quiz responses. To curb cheating, choose to allow students to see their quiz responses (with incorrect responses marked) on a certain date, rather than immediately after they submit the quiz.

3.   To discourage cheating, consider developing a final exam that includes authentic assessment. With authentic assessment, students apply their learning to real-world scenarios. If you choose to include authentic assessment, a rubric can be helpful in grading.

4.   For conventional test questions (multiple choice, true/false, etc.), consider developing question groups so that each student gets a different set of questions. For example, if you are asking a question to identify a part of a diagram, create several questions asking for different diagram components. When you create question groups in Canvas, you can set the test so that it pulls one or more questions randomly per group for each student.

5.   Add a statement at the beginning of the test about the Honor Code. For example, you can add the Honor Code and state that if they continue with the test they are agreeing to adhere to the Honor Code Pledge:

Honor Code Pledge. (a) The University’s Honor Code Pledge states: “As a student of the University of Tennessee at Chattanooga, I pledge that I will not give or receive any unauthorized assistance with academic work or engage in any academic dishonesty in order to gain an academic advantage. I will exert every effort to ensure that the Honor Code is upheld by myself and others, affirming my commitment to a campus-wide climate of honesty and integrity.” (b) By matriculating as a student at the University, a University student indicates his/her affirmation of the Honor Code Pledge, including the obligation to comply with the Honor Code.



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