1. Create a "scaffolding" assessment. This is a low stake assessments (it could even be a "dummy" assessment) that's real purpose it to test the process for submission. This reduces stress the day of the true final assessment, as a) students know what to expect and b) teaching teams know what kind of submissions they'll be marking.
2. Provide an overview of the process, clearly, with examples of different ways to submit the submission. This will be different for each class, but is especially important to review if you are expecting students to scan or take photos of paper-based, handwritten work (see "How can I submit handwritten work?" for a student-facing resource that you can share with your students). You'll want to ensure that students have the capacity to submit a clear representation of their work.
3. Be clear about what you are expecting. If you want students to submit one file, suggest ways to do that (e.g. paste images into one document and then upload). You could even provide an example submission.
4. Start communicating well before the final assessment; as always, the important thing is to clearly lay out the steps of the submission process. Communication around this technical process is just as important as the process itself.
5. Solicit feedback about the process from your students. Were they comfortable? Did it make sense with the type of assessment you have? Did they have any technical difficulty? Based on the test submission, you can revise for the final submission.

1. You can use the quiz tool to create online quizzes and surveys (see "What quiz types can I create in a course?").
2. To consider students taking exams from different time zones, you could use the different start times for different sections of students (see "How do I assign a quiz to a course section?"). You can create sections via the UofT Advanced Group Tool to reflect the groups for your assessment.
3. To help promote academic integrity when delivering an exam through Quercus, you could randomize test questions (from a question bank) to create a unique assessment for each student, limit the date/time students are able to access the assessment (keep time limits brief but realistic; you can also give them extra time as needed), and/or limit the amount of time students have to answer each question (e.g. 2 minutes for each multiple-choice question)
4. While Quercus does not provide any type of browser lock down (limiting access to certain things on a device), you can select quiz settings to maximize security without hindering student learning.
5. Use the Moderate Quiz page to view student progress or view quiz logs to view the status of your student quizzes. This feature is also designed to help you investigate problems that a student may have in the quiz.
6. If you want to hide the grades until a specific time (highly recommended), remember to set a grade posting policy (see "How do I select a grade posting policy for an assignment in the Gradebook?").

Crowdmark is offering access without charge to their grading and analytics platform until May 31, 2020. Typically, this tool is managed departmentally via a work order.

1. Review our documentation on using Crowdmark within your course (See "How to Configure Crowdmark").
2. To create an account with Crowdmark, email their support team at [email protected].
3. To see if an Assigned Assessment would work for your final assessment, you can review Crowdmark's documentation, "Choosing an assessment type."

1. Review the types of assessments (e.g. assignments, discussions, quizzes, even ungraded submissions) that can be submitted digitally (see "What assignment types can I create in a course?").
2. Have students submit their projects (from word documents to infographics to mind maps and beyond) in a digital format via the Assignments tool (see "How do I create an assignment?"), which can accept multiple different types of files.
3. If you want to hide the grades until a specific time (highly recommended), remember to set a grade posting policy (see "How do I select a grade posting policy for an assignment in the Gradebook?").

1. To access the tool, see "How do I get to SpeedGrader from an assignment, quiz, or graded discussion?"
2. You can mark students anonymously by disabling the ability of the marker to see student names (see "How do I hide student names in SpeedGrader?").
3. You can leave feedback for your students using text, an attached file, video, or audio (see "How do I leave feedback comments for student submissions in SpeedGrader?") or you can add comments by annotation (see "How do I add annotated comments in student submissions?").