The webinar focuses on implementing computer-based testing systems across multiple campuses, addressing technical, administrative, and policy challenges. It highlights the importance of faculty engagement, training, and the need for robust quality assurance systems in assessment processes. Participants will learn strategies for improving student learning outcomes and managing academic misconduct in a digital testing environment.

1. A Pathway to Continuous
Improvement
in Computer-Based
Testing
An ExamSoft Client Webinar

2. A
Pathway
to
Con,nuous
Improvement
in
Computer-­‐Based
Tes,ng
Veronica
Powell
Shuford,
M.Ed.
Director
of
Educa8on
and
Assessment

3. Upon
comple8on
of
this
webinar,
par8cipants
will
be
able
to:
Iden8fy
and
discuss
the
technical,
administra8ve
and
policy
issues
related
to
the
implementa8on
of
a
computer-­‐based
tes8ng
system
across
mul8ple
campuses.

4. • 640
students
enrolled
in
professional,
master’s,
&
doctoral
degree
programs
• 140
students
admiEed
to
the
Pharm.D.
program
each
year
• Satellite
campuses
at
Inova
Health
System
(24)
and
UVA
Health
System
(10)
• 75
full-­‐,me
faculty,
1,000
affiliate
faculty
across
the
Commonwealth
• $8.16
million
in
research
funding
for
FY2012-­‐13
Campus
Environment

5. • Yes,
my
school
uses
ExamSoH
for
computer-­‐
based
tes8ng.
• No,
we
are
considering
using
ExamSoH
for
computer-­‐based
tes8ng.
• Not
exactly,
we
are
not
sure
how
and
where
to
begin.
Poll

6.
Historical
Perspec,ve
Pilot of a browser-based solution in the mid
2000’s was well received by faculty.
Faculty wanted an effective and efficient
method to administer exams across among our
satellite campuses.
Academic and professional misconduct
reported by faculty and students.
Assessment and reporting of student learning
outcomes for accreditation.
A solution that did not require an Internet
connection during testing.
1
2
3
4
5

7.
2013-­‐14
Pilot
Courses
Courses Semester Weeks CBA
PHAR 604: CTM - Infectious Diseases Fall 7 1
PHAR 605: CTM – Hematology/Oncology Fall 3 3
PHAR 607: CTM – Dermatology Fall 1 1
PHAR 640: Foundations V Fall 15 3
PHAR 618: CTM – GI/Nutrition Spring 6 4
PHAR 619: CTM – Women’s Heath, Bone/Joint Spring 5 3
PHAR 620: CTM – Tox/Critical Care Spring 3 3
PHAR 645: Foundations VI Spring 15 4
PHAR 661: Pharmacy Practice Mgmt (Inst) Spring 15 1
PHAR 721: CTM - Special Populations Spring 2 1

8.
Semester
#
of
Assessments*
#
of
Uploads
#
of
paper
copies
issued
Fall
2013
15
1,193
7
Spring
2014
12
1,572
11
Fall
2014
26
2,632
4
Spring
2015
8
1,056
2
TOTAL
61
6,453
24
%
of
paper
copies
used
in
2013-­‐2015
0.37%
ExamSoft Usage Since Implementation

9. Timeline

10. Key
Elements
of
Faculty
Engagement
• Ac8vely
listening
to
faculty
concerns
• Faculty
training
sessions
• One-­‐on-­‐one
consulta8ons
• ExamSoH
Webinars
• Exam
crea8on
support

11. Faculty
Training
• 6
training
dates
offered
per
session
• Consulta,ons
as
requested
Session
1
Intro
to
ExamSoa
Item
Banking
Item
Crea,on
Session
2
Pilo,ng
Exams
Managing
Exams
Exam
Takers
Session
3
Reviewing
Outcomes/Data
Repor,ng

12. Percep,ons
of
Academic
Misconduct
• Web-based assigned seating application
• Appropriate proctoring

13. ExamSoH
Statement
for
Syllabi
Students are strongly encouraged to familiarize themselves with
SofTest software before the exam starts. Students are solely
responsible for any technical problem that may arise during an
examination. Exam files will be available for download 48 hours
before the start of an exam. In the event of any malfunction,
students should complete the remainder of the examination in hand-
writing using a paper-based exam from an exam proctor. SofTest
automatically backs up work every 60 seconds; therefore, answers
written before the malfunction should be recoverable from the
computer's hard drive. Students must check out of an exam session
with an exam proctor before closing their laptops. Please note
that all testing conducted through ExamSoft is subject to the VCU
Honor System Policy. Any intentional attempt to disable or tamper
with SofTest’s security features will be considered a form of academic
misconduct as defined in the VCU Honor System Policy.

14. Item
Banking
and
Exam
Crea,on
7
days
before
• Faculty
sends
Director
of
Educa8on
and
Assessment
exam
items
6
days
before
• Director
of
Educa8on
and
Assessment
returns
copy
of
exam
to
Faculty
for
review
• Faculty
reviews
exam
in
SofTest
4
days
before
• Faculty
sends
any
revisions
to
DEA/approves
exam
2
days
before
• Password
protected
exam
file
published
to
students
• ExamSoH
PPT
file,
Universal
Resume
Code,
Notes
Page,
Assigned
Sea8ng
Chart,
and
copy
of
exam
to
CC
and
satellite
campuses
• No categorization of items last year [Retroactive tagging]
• Items imported and formatted by the Director of Education and Assessment (DEA)

15. Exam
Day
Sea,ng
chart
posted
to
Blackboard
and
classroom
Download
window
closes
1
hour
before
exam
Students
launch
SofTest
and
load
exam
file
ExamSoa
notes
page
distributed
ExamSoa
instruc,ons
displayed
Students
complete
exam/
exit
exam
session
Faculty,
TA,
Director
of
Ed/
Assessment
proctor/
troubleshoot
exam
1
2
3
4
5
6
7

17. ExamSoa
Notes
Page

18. ExamSoft Session
in the Infectious Diseases Module

19. Life
Aaer
an
Exam
Session
Item analysis/summary reports sent to Faculty
within an hour
Adjustments to questions made based on Item
Analysis
Grades are exported to Blackboard with the
ExamSoft Building Block
Exam Taker Reports are printed for review session
1
2
3
4

20. Faculty
Perspec,ve
• Strong
faculty
support
is
key
– During
all
phases
of
the
process
– Centralized
• Promotes
consistency
• Promotes
efficiency
• Enhances
quality
improvement
process
• Allays
student
and
faculty
anxiety
• Find
out
what
features
of
ExamSoH
students
have
not
been
oriented/exposed
to

21. Faculty
Perspec,ve
• Develop
a
8meline/checklist
of
key
tasks
pre-­‐
exam,
exam
day,
and
post-­‐exam
• Exam
ques8ons
– Faculty
review
ques8ons
before
and
aHer
entered
into
ExamSoH
• During
exams,
iden8fy
a
plan
for
addressing
– problema8c
exam
ques8ons
– technical
issues

22. Faculty
Perspec,ve
• When
wri8ng
“case-­‐based”
ques8ons,
students
preferred
the
case
to
be
included
with
each
ques8on
instead
of
a
pop-­‐up
box
[abachment].
Make
sure
“case-­‐based”
ques8ons
on
the
same
pa8ent
are
grouped
together.
• Go
over
the
features
of
ExamSoH
with
students:
how
to
use
the
calculator,
cross-­‐out
answers,
highlight
text,
8mer
before
the
first
exam.

23.
• Liked
MOST
– Instant
feedback
and
ease
of
grading
• Liked
LEAST
– Uploading
ques8ons
into
ExamsoH
• Recommenda8on
for
Improvement
– Dedicated
support
with
ques8on
impor8ng/
formafng
Faculty
Perspec,ve

24. Advantages
• Bank
test
items
for
repeated
use
• Categorizing
items
by
outcomes/objec8ves
for
assessment
repor8ng
purposes
• Item
Analysis
and
Exam
Summary
Report
• Early
iden8fica8on
of
students
at
risk
• Immediate
grading
and
feedback
– Grade
push
to
Blackboard
/
satellite
campuses
– Exam
review
sessions
completed
sooner

25. What’s
Next?
• Finalize
categories
for
tagging
items
• Expand
Faculty
Development
and
Training
• Curriculum
Commibee
is
considering
an
exam
“day”
or
“block”
• Expand
into
the
P1
and
P2
curriculum
• Consider
delayed
exam
review
for
Fall
2015

26. Lessons
Learned
• Quality
assurance
system
is
essen8al
• Develop
an
“Exam
Policy”
that
is
consistent
for
all
courses
• Set
the
expecta8ons
early
and
hold
students
accountable
• Consistency
across
courses
is
important
• Open
communica8on
helpful
for
geographically-­‐
dispersed
campuses
(early)
• Release
“Exam”
grades
aHer
reviewing
item
analysis
• Assessment
by
categoriza8on
benefits
administra8on

27.
Ques,ons

28. Click to edit Master title style
Click to edit Master subtitle style
For More Information:
Call: 1.866.429.8889
Email: info@examsoft.com
Visit: learn.examsoft.com