Gave my first open note, open book exam. Will do so again, even post COVID.

No proctoring software bc aggravates inequities & further marginalizes students, especially those w/different identities at home vs. school.

Faculty - we can create better assessments. Don’t default.
No proctoring. No electronic surveillance. No more police state for my students. This article forever changed how I think. There is no good reason to proctor and subject students to this physical & emotional stress. Faculty need to change. hybridpedagogy.org/our-bodies-enc…
One strategy - it does not make the exam entirely Chegg proof - is my emphasis on Johnstone's triangle. When you word questions about "which of these representations' is consistent with..." or "given this chemistry idea, which representation best depicts" or
"what kind of bonding/intermolecular forces/kinetics..." etc. happening in this reaction but it's depicted with spacefilling/ball and stick/graphs, macro - it is so much harder for a student to search. The questions are easily changed by switching representations or by
making representations in the stem for some questions, answers for others. Students cannot judge what representations are equivalent and which are not - and therefore benefit from their searching - unless they actually know the chemistry.
Of course, the teaching and learning in the course prior to the exams has to emphasize representational competence and students learning to connect corners of Johnstone's triangle.

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