1. Unseen Canvas Assessment
(Using Canvas to deliver an unseen test for students of midwifery)
By Olanma Ogbuehi

2. Why bother with an online test, via the virtual learning environment (VLE)?
Client Scenario: Written Test, 14th March 2017: Section 1
Joanne Platt is a 23 year old woman, in a steady relationship with her boyfriend.
She is undertaking a postgraduate certificate in secondary education.
She has left her teaching practice placement early today, to attend a walk-in medical centre to see the nurse practitioner (NP).
 Joanne describes her symptoms to the nurse practitioner as follows:
Throughout the day she has had the frequent urge to pass urine, and she has found urination painful.
She has also begun feeling shivery, and unwell...
The student moves through the sections (forwards only) starting with a written scenario, progressing to test results and observations, more written scenario elements, and then prescription.
At each step the student is asked questions, to demonstrate their clinical assessment, analysis and rationale for taking appropriate actions.
Provides a quasi-real time scenario based test.
Test papers are held securely online within the Canvas assessment, requiring less physical administration/ less printing.
Markers and external examiners can access test remotely.
Unidirectional
The quizzes tool was used.
To set the test to move only in the forwards direction, in Canvas, the way of doing this is to show one question at a time. Once a question has been answered, Canvas enabled me to lock the question, so that the student could not go back and change his or her previous answer in light of new information.
This helps us to as assessors to evaluate the student’s ability to make logical inferences, which will enable them to respond appropriately, accurately diagnose and suggest appropriate treatment for the patient. This test requires the use of more analytical skills, because we are asking the students not just to tell us which tests of observations should be taken but to explain the significance of results they have been given, and show that they understand why various tests were chosen.
They also need to demonstrate an appreciation of likely pharmacological treatments for the condition diagnosed, showing an understanding of the disease process and the mode of action of the drug.

3. Retrospective considerations
May not be scalable for large groups (so far only up to 32 students in one room).
Do a dry run with the students, to iron out any potential technical difficulties mock test (two months prior to summative test).
Develop clear instructions within the test and for the conduct of the test.
Potential for more innovations?
Use of audio-video content, to increase authenticity.
Contact the Canvas team, phone or use the messaging service.
Potential use for asynchronous formative assessment, rather than synchronous summative assessment.
This helps to test the assessment design and content and how well it is integrated within the Canvas platform. Also, whether it is feasible within the allotted time 90 minutes).
Be honest that it is a practice for you and for them.
You will need a pool of scenarios! (I have not yet used the same condition twice for a summative assessment), and have delivered the test six times (four times in eBridge, twice using Canvas).
Reassures the students (and satisfies the examiners that it will work)
Information was only made available by clicking on a link, with a timed release (to coincide with the start of the test).
You will need to train colleagues to use mark and invigilate the test.
Any Questions?