The Arctic University of Norway (UiT) is a research university that contributes to knowledge-based development at the regional, national and international level. This case study follows a conversation with Maria Mykelstad, Administrative Manager at UiT.   

The following text is a report by Professor Dr. Gerd Mannhaupt, Vice President for Student Affairs and Director of the Erfurt School of Education at the University of Erfurt. Professor Dr. Mannhaupt discusses the digital transition, integrations, innovations and more.

Verbesserte Feedback-Prozesse, "Flipped Classrooms" und digitale Innovation: Die Bucerius Law School über den Nutzen digitaler Prüfungsverfahren in Deutschland 

A conversation with Lezel Roddeck, Director, Foreign Language Communication. Lezel discusses Bucerius’s WISEflow journey, some of the benefits the institution has realised along the way, and joint innovation through transformation technology and digitalisation.

With a ‘new normal’ being established post-pandemic, Professor Mariann Rand-Weaver, Vice-Provost Education, and Robyn Fitzharris, Executive Officer to the Vice-Provost, Brunel University London, reflect on the adaptability of digital assessment, and how exams data was used to monitor equality and inform the response to student welfare issues.

Imperial College Business School ran a pilot project in 2016 and expanded to 70+ exams with 1600 students in 2020. What follows is an account of the WISEflow project at ICBS by Emma Stoakes, Exams and Assessment Manager & Digital Assessment Project Lead (Business School).

“WISEflow has a lot of features. One of them is the fact that you can view the students' progress as they are doing their examination. This makes monitoring easier than that of VLE exams.”

“We need to be able to deliver a broader spread of assessment types and do so more flexibly. The days of a seven-year apprenticeship culminating in a single test with a hammer and piece of metal are long gone.”

“One of the best features in WISEflow is the ability to automate the assessment process for certain question types, such as for multiple choice questions.  Not only that, but it also offers a multitude of statistics on how the students performed, enabling the examiner to determine, for instance, if there were any problematic questions in the exam.”

“This online platform has already opened for me extensive opportunities, such as the use of video and audio clips in MCQs. Also, the system enabled me to adapt the in-class tests and exams for a student with visual impairment. The reliability, flexibility and security of the system is second to none.”

“Because we’re an arts- and media-based institution, we have a lot of physical items – things like sculptures, paintings, prints of photographs, sketchbooks – so it’s the pairing of the digital and the physical that’s important for us.”

“I was relatively new in the job when coronavirus hit us: March was one of my first months. March is also when we were hit by a lockdown. We had exams coming up in May. Not doing the exams was never an option.” Jonas Debrulle, Head of Programmes.

UNIwise are thrilled to announce that The Open University have opted to deliver their exams and assignments with WISEflow for an initial period of five years, following a rigorous open procedure procurement process under the EU Service Directive.

On the 25th of April 2020 over 900 applicants for the Danish School of Media and Journalism (DMJX) completed the first-ever fully online admission test from the comfort of their own homes by using WISEflow. Despite the radically changed circumstances for the test, it turned out to be a great success.

Every year at the end of April or early May, one headline is guaranteed to figure in several Danish media outlets: “Can you get into the Danish School of Media and Journalism?”

After four years of WISEflow, Professor Mariann Rand-Weaver, Vice-Provost at Brunel University London, reflects on digital assessment and its future.

The Norwegian University of Life Sciences (NMBU) wanted to be able to provide feedback digitally, and they had a wish to digitise the assessment process to be able to conduct assessments on screens rather than paper.