Exams digitally

Didactic, technical and
administrative support


Regulations for courses and digital exams

You can find the official regulations for courses and digital exams in the University Gazette (13th of May 2020) (in German).

First steps in creating your digital exam

Same as before, announce your examination date and open registration on u:space. Then, mind the following steps:

1. Create a dedicated exam course in Moodle or link to an existing course on Moodle. (We strongly recommend you to separate course rooms and exam rooms.)

This ensures that only students who are registered for your exam will be able see it.

2. After the registration deadline has expired, control & update the valid participants for your exam.

3. Make sure to communicate with your registered students exclusively via the university’s official e-mail address.

Courses with continuous assessment do not need a dedicated exam course in Moodle, as the examination is already integrated into the course.

 

Implementing digital exams in Moodle

You can find comprehensive step-by-step guides here (in German):


Moodle-Templates

Templates for exam courses can be found here (in German):

  • Template for oral exams | key: muendlpruefen20
  • Template for written exams | key: schriftlpruefen20

Qualifying support personnel/invigilators for digital exams

Students must be able to (digitally) contact qualified support personnel/invigilators with subject matter expertise immediately before, during and after the exam in the event of any technical problems, cancellations etc.

We offer a qualifying course for support personnel (f.e. invigilators or tutors) in Moodle; you can find the course here:

 

Duties for invigilators and support personnel in digital exams

Preparing the exam

  • Together with the examiner in charge, the invigilator/support personnel discuss the individual tasks of the exam to ensure clear instructions, manageable time constraints, fair distributions of tasks in individual groups and so on. The invigilator/support personnel should also provide feedback on the assessment scheme to the examiner in charge.
  • The invigilator/support personnel create the exam room in Moodle and ensure its readiness by conducting technical testing well ahead (especially concerning general settings, tasks, groups and upload function).
  • Following the principle “the more eyes, the better”, the invigilator/support personnel also check if all legally required information has been successfully transferred to u:find and into the Moodle exam room (f.e. on the exam’s important cover sheet).
  • In the run-up to the exam, the invigilator/support personnel need to be available for technical or administrative questions from amongst the students.

During the exam

  • The invigilator/support personnel take questions from students and discuss potentially unclear tasks or instructions with the examiner in charge, then reply to the students. Usually, it should suffice to state that no further clarification can be given, and the task is to be interpreted as-is. In the rare occasion of fundamental flaws (f.e. ambiguous or misleading wordings) that could compromise the result of the exam, the examiners can contact the students via the integrated messaging tool in the Moodle exam room.
  • The invigilator/support personnel log technical problems as reported by the students during the exam. (These notes can later be used to determine whether a student had to abort their examination due to valid reasons)
  • When the uploading deadline approaches, the invigilator/support personnel log any technical problems regarding the uploading of finalized exam sheets and, if applicable, inform about alternative ways of transmitting a finalized exam sheet (f.e. via e-mail to the examiner in charge).

 After the exam

  • So long as it is part of their official duties (f.e. for tutors, teaching assistants, co-lecturers), invigilators/support personnel will also assist in the aftermath of an online exam:
  • In accordance with the examiner in charge, invigilator/support personnel can conduct a preliminary assessment using the assessment scheme and/or interpret results of an automated plagiarism check.
  • invigilator/support personnel can prepare questions for oral enquiries of students (plausibility check) in the aftermath of the exam. (The actual check will be performed by the examiners themselves.)
  • invigilator/support personnel can assist in the post-exam review.

Details regarding the duties of invigilators can be found here (in German).

Carrying out oral exams

If your students agree, you can conduct oral exams via video conferencing. You can use the video conferencing tools BigBlueButton or Blackboard Collaborate if the course of your exam is set within the Moodle environment. Alternatively, you can also use Jitsi in Moodle or via https://jm01.univie.ac.at/ (see our FAQ “Kann Jitsi als Tool für eine mündliche digitale Prüfung verwendet werden?”). Make sure to test your chosen software with some colleagues of yours or conduct a trial exam with your students beforehand to check sound- and video settings.

Here you can find a Moodle template for oral exams | key: muendlpruefen20 (in German)

If you are using any other video conferencing tool, please make sure it meets the following criteria:

  • No forced account creation for either students or examiners
  • No forced software installation
  • End-to-end encryption
  • No data is being stored

 

When preparing and conducting your oral exam, please follow our checklist:

  • Make sure you that all involved parties (students and examiners) have given their consent to the usage of video conferencing and make a note in your examination record.
  • Verify the student’s identity by having them show you a valid photo identification card (“Lichtbildausweis) and matching person and ID.
  • Declare that the exam will be aborted on the examiner’s side if you suspect cheating/use of unauthorized aids; get the student’s acknowledgement and make a note in your examination record.
  • If you deem it necessary, you may ask the student to swing their camera around and show you the entire room.
  • If the student wishes for a person of trust to be present during the exam, they can either be connected via the video conferencing tool or, if physically present, sit behind the student in clear view of the camera. Any further members of the public may be excluded by the examiner.
  • Due to the current curfew situation, the physical presence of additional examiners/assessors during the exam is not advisable. You can however conduct the exam with one examiner in the role of an assessor and one in the role of an observer by connecting your colleague(s) in home-office via video conferencing. Again, make sure you have all tested the video conferencing tool beforehand. Make a note about the extraordinary situation in your examination record.
  • For examinations before an examination committee, the individual examiners must be connected via video-conferencing. The following consultation regarding the student’s exam grade will take place without the student being present in the video conferencing room. Immediately following this consultation, inform the student about the resulting grade via e-mail.
  • On behalf of you as the examiner, a second person assisting in an observing role may be very helpful: While you concentrate on the content-related part of the exam itself, the observer can check whether the student’s eyes roam suspiciously towards some hidden notes or whether someone might whisper to them from the background. They can also later confirm the legitimacy of the exam process.
  • Conduct your exam and keep a detailed examination record.
  • If you have reason to suspect the use of unauthorized aids, abort the exam. The provisions of the statutes regarding the use of unauthorized aids apply.
  • In case of technical problems (f.e. connection issues), try to be accommodating; you can offer to cancel the exam without consequences or propose a retake.

Under the current, exceptional circumstances, this examination type can be a helpful tool to best assist students in the continuation of their studies


Carrying out written exams

The University of Vienna is committed to offer students the possibility to take exams. Employees are therefore responsible to enable this even under exceptional circumstances. As it is impossible to hold on-site exams with a high number of candidates, exams will be carried out online. The new formats shall enable students to pass exams without extending their period of studies and thus ensure their academic success.

This procedure requires

  • teaching staff to adapt their exams to the given circumstances and to ensure that learning outcomes are achieved at the highest quality level,
  • pragmatic decisions,
  • students to behave independently and fairly.

In principle, teachers define the mode of assessment (written/oral form). The Statutes and the curricula stipulate restrictions only in a few cases (e.g. STEOP module exams, some module exams of the diploma programme in Law).

If the curriculum does not include any mandatory stipulation about the exam necessarily being carried out in a written form, an oral online examination date shall be arranged in a clearly defined setting. General provisions already exist for this examination type and have to be applied (see carrying out oral exams).

If the curriculum requires a written exam or if it is not possible to hold an oral exam online, written digital exams must be carried out via Moodle.

  • Should these proceedings cause an unmanageable workload, please report your need for support to the SSC (e.g. resources for preliminary corrections based on an existing assessment scheme).
  • If you are not able to carry out written/oral exams online in the above-described way, you must report your need for exam dates to the SSC. Please provide reasons why this is not possible. Maybe solutions can be found in dialogue with the directorate of studies and the Center for Teaching and Learning.
  • The introduction of written online test formats is initially limited to a temporary trial. Based on the experiences of the first phase, the regulations and the organisation will be continuously improved.

Important study law-related information:

You can find extensive information related to study-law in the intranet.

Announcement of written digital exams on u:find:

Written digital exams must be announced in the course directory (u:find). Especially information on the literature, duration and deadline as well as the mode of submission, mode of assessment, authorised auxiliary means, minimum requirements and the assessment criteria must be indicated. If previously communicated announcements are modified due to the current situation, information about the new mode of assessment must be added on u:find. For reasons of transparency and traceability, the old announcements must not be deleted.

Registrations and deregistrations:

The registration for and deregistration from exams is carried out, as usual, via u:space. Only students who are correctly registered may participate in the exam. Students who have not registered correctly are deregistered from the exam.     

Identity check:

Written digital exams are only carried out via Moodle. Students have to log in to their u:account. Other identity checks, apart from this, are not necessary.

Cover sheet for written digital exams:

For reasons of legal certainty, please use the “cover sheet for written digital exams” (also available on the website of the Studienpräses in German and English, which must precede the question paper. It provides students with all the relevant study-law related information. Word documents must be used for exams, PDFs serve as original reference documents. Please enter the number of exam questions next to the exam details in order to avoid misunderstandings. It is recommended to save the document including the questions as original reference document on Moodle. In any case, make sure to bring the cover sheet’s content to your students’ attention before the exam has started (f.e. by prefixing text blocks with all relevant information in your digital exam environment). 

Jedenfalls ist sicherzustellen, dass die Informationen den Studierenden vor dem Beginn der Prüfung zur Kenntnis gebracht werden (beispielsweise durch Voranstellung der entsprechenden Textblöcke in der digitalen Prüfungsumgebung).

Invigilator:

Immediately before, during and after the exam, an exam invigilator must be digitally available. Please specify who will be available for questions about the exam and technical problems on which channel (Moodle chat, e-mail, telephone etc.) in Moodle as well as on the cover sheet for written digital exams. At least one invigilator should be reachable at the time of the exam by phone.

Cheating:

It is recommended to prepare all written digital exams, as far as possible, in accordance with the open-book format (all auxiliary means are permitted). The guidelines for good scientific practice also apply to the open-book format. To avoid misunderstandings or plagiarism, we kindly ask you to clarify how students should deal with the literature, for example, if they should include direct quotations and how to quote correctly. Students must write the exam on their own, without any help from others. Please announce in u:find that the submitted exam will be checked for plagiarism (Turnitin) and that you may also make queries about the subject area of the exam within the assessment period of four weeks (plausibility check). This can be done if suspicions arise or on a random basis. If a student has used unauthorised auxiliary means and/or has not written the exam on his/her own, you must provide documentation on this event. The exam is not assessed, and an X is documented in the transcript of records. Please also contact the directorate of studies.

Early termination of an exam:

If students terminate an exam without any important reason or do not submit their exam sheet via Moodle within the prescribed period, the exam shall be graded “unsatisfactory”. If technical problems occur, the students must immediately contact you or the invigilator. In the event of an emergency, the submission may be received afterwards via e-mail. Students who register for an exam but fail to appear will be excluded from the registration for the subsequent examination date.

The four possibilities for holding written digital exams via Moodle

We recommend the following exam formats, ranked by practicability and low technical effort:

Please note that, regardless of the chosen exam format, every written digital exam held for more than 100 participants must be announced to the responsible SSC/SSS to avoid accumulations and an overload on Moodle.

The above-mentioned formats for written digital exams and their possibilities and suitability are described below:

Take-home exam (with Turnitin)

Students are given one or several assignments, which must be completed within a specific period of time, ideally several days.

Examples: The students have to prepare a course session on a specific topic; correct a false statement using the relevant literature; implement a concept on a specific situation/case. This format is also suitable for essays.

  • What are the advantages of take-home exams? Take-home exams are, besides oral exams, most suitable for digital assessment. Technical problems (e.g. caused by an instable network connection of the student) are less of an issue, since only one download and one upload are required within a longer period of time. The students can independently manage their time for completing the assignments according to the period provided and avoid disruptive influences of outside factors. The submissions are digital and therefore easy to read.
  • What are the challenges of the format? The necessary workload for corrections is high and a standardised assessment of performances is rather difficult due to the open examination format. It can be helpful to prepare sample solutions and assessment schemes.
  • Which didactic aspects shall be considered? You are recommended to prepare the exam in open-book format. This is useful for any exam students take without supervision, as the use of auxiliary means can neither be prevented nor sufficiently controlled. This format requires a clear explanation of tasks to avoid uncertainties and misunderstandings on the part of the students. You may ask colleagues to evaluate examination tasks regarding understandability, comprehensibility and completeness. Please note that this exam format is new and unknown to students as well as many teachers.
  • How are take-home exams technically implemented? The teacher provides the assignment on Moodle. Students can download the exam sheet on their computer, work on it and upload the document as a PFD file on Moodle (Activity Assignment) within a certain deadline. Once the student has opened the exam sheet, the examination attempt begins, i.e. from this moment on the examination time starts running. With the Moodle activity “Gruppenverwaltung/Grouptool”, you can differentiate between no-shows (who are to graded as „nicht eingetragen“, NE) and students who abort the exam without valid reason (and are to be graded as “nicht genügend”). This Moodle activity allows you to create a group called f.e. “Prüfungsantritt/examination attempt”. Your students need to register for this group in order to gain access to the exam.

Make sure you use the “cover sheet for written digital exams” for the question paper. It is possible to check documents for plagiarism, as for other written papers, using Turnitin. A Moodle template for this examination type is available here: Written exam template | Enrolment key: schriftlpruefen20

Exam sheet for downloading (with Turnitin)

This exam type is similar to take-home exams: Students download a question paper on their computer and answer the open questions just like in a “classical” written exam. The time frame is shorter than the one for take-home exams (e.g. 2 hours on a specific examination day) and the questions can be answered more quickly.

  • What are the advantages of digital written exams with question papers for download? Technical problems (e.g. caused by an instable network connection of the student) are less of an issue, because only one download and one upload are required within a prescribed time frame. Based on the current situation students should be given enough time to complete the task. The submissions are digital and therefore easy to read.
  • Which didactic aspects shall be considered? The format is well suited for any type of written exam (explanation of facts based on the examples designed by the students themselves, interpretation of data, justification of decisions, …) as well as essays. It is recommendable to conceptualise the exam as far as possible in open-book format. This applies to any exam students take without supervision, as the use of auxiliary means can neither be prevented nor sufficiently controlled.
  • What are the challenges of the format? The preparation of questions, which do not assess knowledge, can be time-consuming. The workload for correcting exams with many candidates is high. It can be helpful to prepare sample solutions and assessment schemes, especially if several people are involved in correcting the exams. 
  • How are these exams technically implemented? Students can download the exam sheet on their computer, work on it and upload the document as a PFD file on Moodle (Activity Assignment) within a certain deadline. Once the student has opened the exam sheet, the examination attempt begins, i.e. from this moment on the examination time starts running. The procedure is similar to take-home exams, only the processing time is shorter. With the Moodle activity “Gruppenverwaltung/Grouptool”, you can differentiate between no-shows (who are to graded as „nicht eingetragen“, NE) and students who abort the exam without valid reason (and are to be graded as “nicht genügend”). This Moodle activity allows you to create a group called f.e. “Prüfungsantritt/examination attempt”. Your students need to register for this group in order to gain access to the exam. If the students have to draw, create formulas etc., this can be done manually on a piece of paper. The students photograph the sheets, scan them and upload them on Moodle (note: Therefore, you need to give students the permission to upload more than one file on Moodle). Alternatively, you may demand that the sheet is inserted in the document and saved as one single PDF file. You are strongly advised to make a test trial focussing on technical aspects. Make sure you use the “cover sheet for written digital exams” for the question paper. It is possible to check documents for plagiarism, as for other written papers, using Turnitin. A Moodle template for this examination type is available here: Written exam template | Enrolment key: schriftlpruefen20

 

 

Written exam in Moodle (without Turnitin, thus with plausibility check)

The course instructor creates the exam directly on Moodle, using Activity Quiz, where students complete the tasks online.

  • What are the advantages of written digital exams with open questions which can be answered directly on Moodle? In addition to the open question, various other question types can be used. Closed answer types allow for an automatic assessment. However, you are recommended to use open question formats, because this way the open-book format may be implemented.
  • What are the challenges of the format? Technical problems (e.g. caused by an instable network connection of the student) are more likely to occur when using this method and may cause an unwanted termination of the exam. For teachers who are not familiar with certain functions on Moodle, the preparation of such an exam means an additional workload. You are strongly advised to make a test trial focussing on technical aspects.
  • Which didactic aspects shall be considered? The format is generally suitable for any type of written exam (explanation of facts based on the examples designed by the students themselves, interpretation of data, justification of decisions, …) as well as essays. You are recommended to conceptualise the exam as far as possible in open-book format. This applies to any exam students take without supervision, as the use of auxiliary means can neither be prevented nor sufficiently controlled.
    Checking the exam with Turnitin is not possible in this case, so an oral plausibility check can be carried out within four weeks after submission of the exam. These checks can be carried out on a random basis and without any < suspicion. It is advisable to inform the students that these checks will neither improve nor worsen their grade. It is purely a matter of determining whether the examination in question was produced by the student themselves.
  • How are these exams technically implemented? An online test is created by using the Activity Quiz, which students can take directly on Moodle. Many different formats ranging from open questions to matching questions to MC questions and drag-and-drop questions can be used. However, you are recommended to use open response formats, since this corresponds to the open-book format.

When preparing the exam, make sure only one question is visible per page, as the questions are temporarily saved. A Moodle template for this examination type is available here: Written exam template | Enrolment key: schriftlpruefen20

 

 

Online multiple-choice exam in Moodle (without Turnitin, thus with plausibility check)

Multiple-choice exams can also be carried out on Moodle using the Activity Quiz. Several important aspects should be considered.

  • What must be considered when carrying out multiple-choice exams online on Moodle?
    • Technical problems caused by instable network connections of students are likely to happen and cannot be avoided.
    • There is the risk of an overload on Moodle whenever too many major tests are taking place at the same time. Therefore, MC exams must be previously announced to the SSC/SSS in order to avoid overloads. The number of test participants should not exceed 500: If needed, several time slots must be offered on the same examination day. The time frame for carrying out an exam should not be too short. This way, it is possible to avoid that all students start at the very same time. This can effectively prevent a possible overload of the server. The exam duration for students does not change, as the time starts running individually upon starting. You are recommended to set a time slot, for example 90 to 120 minutes for an exam of 60 minutes.
    • Please bear in mind that MC questions could circulate among students after the exam. For reasons of fairness, questions may only be used once, new questions must be prepared for each examination date.
    • Multiple-choice exams are more difficult to realise in open-book format than the other mentioned examination types, as knowledge questions (which are often raised in MC tests) can be easily and rapidly solved by using a second device connected to the Internet.
    • Setting a precisely timed sequence per question to avoid the use of unauthorised auxiliary means is not recommended for technical and didactical reasons.
    • The possibility to ask students randomly chosen MC questions at the same examination date does not comply with the fairness criteria since the difficulty level varies from question to question.
    • However, the order of questions as well as response options should be randomized to decrease the likelihood of students sharing information during the exam.
  • Which didactic aspects shall be considered? Despite all difficulties, you are recommended to conceptualise the exam in open-book format as far as possible. Apart from knowledge questions multiple-choice questions can be used for assessing comprehension, application and analysis of knowledge. General indications for preparing MC exams and competence-oriented MC questions are available in the info pool (in German): https://infopool.univie.ac.at/startseite/pruefen-beurteilen/
    Checking the exam with Turnitin is not possible in this case, so an oral plausibility check can be carried out within four weeks after submission of the exam. These checks can be carried out on a random basis and without any prior suspicion. It is advisable to inform the students that these checks will neither improve nor worsen their grade. It is purely a matter of determining whether the examination in question was produced by the student themselves.
  • How are online multiple-choice exams technically implemented on Moodle? An online test is created by using the Activity Quiz, which students can complete directly on Moodle. MC questions are available in single choice or multiple-choice format. When preparing the exam, make sure only one question is visible per page, as questions are temporarily saved. A Moodle template for this examination type is available here: Written exam template | Enrolment key: schriftlpruefen20

Glossary

How can I carry out written digital exams?

Registration via u:space: As usual, students have to register for and deregister from exams properly.

Moodle: All written digital exams must be carried out on Moodle. This is the only way to ensure that only registered students participate. Students have to log in using their u:accounts to access the exam questions and to submit their exam. Use the “cover sheet for written digital exams” to make sure that the students are aware of the conditions under which the exam is held. You can find comprehensive information and step-by-step guides for implementing digital exams in Moodle here.

Moodle (Activity Assignment): A one-time performance assessment can be assured through the Activity “Assignment” (e.g. seminar paper, …), so the students can upload the required assignment on Moodle within a specific deadline. It is also possible to ask open questions which the students must answer and submit as a PDF file on Moodle. Subsequently, the submissions can be checked for text similarities using Turnitin.

Information on how to use the Activity Assignment is available here (in German):

 

Moodle (Activity Quiz): A written exam can be carried out on Moodle by using the Activity “Quiz”. Apart from multiple choice questions (cf. “offline test” on Moodle), open (essay) questions, matching questions, drag-and-drop questions, etc. can be used. Questions which have been prepared for offline tests can also be used immediately without revisions in an online test.

Information on how to use the Activity Quiz is available here (in German):

 

What should I consider when carrying out written digital exams?

  • Oral plausibility check and plagiarism check with Turnitin

In order to maintain quality standards, prevent the use of unauthorized aids during exams and ensure that written exams were produced without the assistance of third parties within four weeks after completion of the assignment, the University of Vienna uses the following tools:

  1. Software to identify plagiarism or text similarities
  2. Post-exam oral queries to verify written responses

Students have an obligation to cooperate in these matters. Checks can be carried out on a random basis and without any prior suspicion. It is advisable to inform the students before-hand and ensure them that these random checks will neither improve nor worsen their grade. It is purely a matter of determining whether the examination in question was produced by the student themselves (and not whether they can still remember the examination content down to the last detail). For specific legal regulations, see University Gazette (15th of May 2020) (in German)

  • Open-book assessment for exams: It is recommended to create all written digital exams, as far as possible, in open-book assessment. Different from classical written exams in lecture halls, where authorised auxiliary means are usually clearly defined, this format allows students to use their learning materials and all available auxiliary means. The exam tasks do not require any reproduction of knowledge, but a transfer or application of knowledge.
  • Essays: This format enables students to discuss a scientific topic in an argumentative way. It is advisable to provide a description of the assignment and a criteria catalogue, especially in courses in which this text type is barely used. Essays are suitable for the open-book assessment.
  • Sample solutions and assessment schemes: For correcting/assessing written exams, you are advised to previously create sample solutions and/or formulate assessment criteria for questions. A sample solution consists of an ideal solution that mentions all important aspects and terms. Sample solutions are well suited for questions with only one reasonable “right” answer (knowledge, comprehension and application questions). In addition, it is possible to create individual assessment criteria for each question which, in the end, make up an assessment scheme. Detailed information in German is available on https://infopool.univie.ac.at/startseite/pruefen-beurteilen/beurteilen-von-pruefungen/
  • Assignments: Assignments should be defined precisely, clearly and completely. Especially for complex and extensive tasks consisting of several partial steps, it can be helpful to predefine a structure for answers by formulating sub-questions. This helps students and teachers in their assessment of performances. You may ask colleagues to evaluate examination tasks regarding understandability, comprehensibility and completeness. Detailed information in German is available on https://infopool.univie.ac.at/startseite/lehren-betreuen/aufgabenstellungen/
  • Exam duration: When setting an exam duration, please consider that, apart from answering the questions, students need time for their submission (creation of PDF files, upload on platform, etc.).
  • Cover sheet for written digital exams (question paper with cover sheet): For reasons of legal certainty, we strongly advise you to use the “cover sheet for written digital exams” (available in German and English), which must precede the question paper. This ensures that students take notice of the fact that the exam must be written on their own without any help from others and without the use of unauthorised auxiliary means, that it will be checked for plagiarism, and that the teachers may also make queries about the subject area of the exam within the assessment period of four weeks. If the suspicion of exam fraud is confirmed, the exam is, according to the provisions of the Statutes, not assessed and documented with an X in the transcript of records. Word documents must be used for exams, the PDF only serves as original reference document. Please enter the number of exam questions next to the exam details in order to avoid misunderstandings. It is recommended to save the document including the questions as original reference document on Moodle.
  • Notification of large examinations (>100 persons) to SSC/SSS: Please note that, regardless of the chosen exam format, every written digital exam held for more than 100 participants must be announced to the responsible SSC/SSS to avoid accumulations and an overload on Moodle.
  • Dealing with technical problems: Students cannot log in to Moodle, the connection fails, question papers are deleted unintentionally before submission, …: Please make sure you and/or competent invigilators are available during and immediately after the exam, so that students can inform you/them about these problems. In case the upload does not work, you can accept the PDF shortly after the exam via e-mail.
  • Invigilator: Immediately before, during and after the exam, a competent invigilator must be digitally available (terminations or technical problems have to be communicated clearly).

Contact and questions:
Service e-mail: digitalpruefen.ctl@univie.ac.at


Didactic questions

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For what number of students is it advisable to hold oral exams?
What can I do to avoid cheating?

Technical/Administrative questions

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How do I know if someone has downloaded the question paper and started the exam?
How can I guarantee a publicly accessible exam using a video chat tool?
Is it possible for students to answer the questions manually?
How are the grades transferred from Moodle to u:space?
How can I compare the participants’ written submissions using Turnitin?
Is it technically possible to hold large exams (>100 persons) on Moodle?
Can I hold oral final exams on Moodle using BigBlueButton?
How can examiners consult about the grade after the final exam?
How can I hold practical exams digitally (lab courses, excursions, physical exercises)?
How shall I proceed if I want to record an oral examination?
Can I use Jitsi as a tool for holding oral digital exams?
How can I add my corrections directly in the PDF files?
Can I introduce time slots in MC exams (e.g. 50 seconds per question)?

Questions reg. law

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How shall I proceed if I want to change the mode of assessment?
What is the deadline for setting an exam date and a registration deadline?
What does “timely exam deregistration” mean?
Is it possible for students to answer the questions manually?
Is it possible to enter the grade of a written digital exam only in u:space?
Do all four examination dates have to be held in the same format?
Can I also hold written digital exams using other channels than Moodle?
How can students view their completed exams after grading?
How are re-attempts before an examination committee carried out?
What are the duties of invigilators in digital exams?

Who can help me with questions?

If you have any questions, please contact digitalpruefen.ctl@univie.ac.at