Navigation auf uzh.ch
Before 2010, exams were conducted in a paper-based setting and often failed to capture the high complexity of lectures. According to the constructive alignment principle, learning objectives, activities, and assessments must be well-aligned. Changing the assessment setting from paper-based to online on university-managed devices enabled us to account for such criteria more systematically. Our exams were transformed into case studies in Microsoft Excel to resemble practical use cases and were graded using automated methods to create a fair outcome. Due to the outbreak of COVID-19, exams were held remotely in an open-book format, and our approach had to be adapted. To prevent cheating through peer-based collaboration (e.g., sharing exam solutions and results), we started creating personalized use cases with individual parameters and worksheet layouts. Every Excel exam can be automated graded. We strongly believe that online-assessments add value for lecturers and students. Exams were redesigned in terms of content, became more application-oriented, and increasingly allowed cross-linked knowledge to be tested. Furthermore, the automated correction, and personalization of exams reduce human subjective judgement, improve fairness, and allow lecturers to grade in a structured and efficient way.
Prior to 2010, all examinations at the department were conducted using traditional paper-based methods. This approach had limitations, especially in capturing complex content and aligning with real-world financial industry practices. To address these challenges, a digital examination format was developed, utilizing Microsoft Excel as the primary tool.
Implementing this system also brought challenges, particularly regarding the prevention of cheating and ensuring technical reliability. The department has taken various measures to address these:
We strongly believe that online-assessments add value for both lecturers and students. The online-assessment practice we have developed follows the trend towards higher level examination according to Bloom's taxonomy. Exams were redesigned in terms of content, became more application-oriented, and allowed for improved testing of cross-linked knowledge. Easily adapted, the digital exam format is more resistant to crises and can quickly be upscaled to fit various subject areas in Banking and Finance. The alignment between learning activities, exam design and the tasks that students might perform in work life, ensures that students know that they are learning skills they can practically apply. Automated correction alongside personalised exams reduces human subjective judgement, improves fairness for students by limiting cheating opportunities, and allows lecturers to grade in a more structured and efficient way.