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One of the main challenges with Hyflex assessment is knowing whether or not the results are authentic or accurate. It can easier for students to look up answers, use outside resources, or get help, hat they would not in a traditional classroom. This means, it can be difficult to know for sure whether or not the results that we receive truly represent our students strengths and needs. In some cases, this can be aided through proctoring assessments by doing video calls with uses and using shared screens.
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I have yet to design a Hyflex course, but what I could see being a challenge is ensuring that assessments are effectively measuring a learner’s knowledge and skills. It really depends on how the instructor executes this piece, but I find that multiple choice questions aren’t that effective. Anyone can guess the answers or to Abigail’s point, look up the answers. I believe the best way to measure a learners knowledge is how they apply what they learn. For example, in Dr.Beatty’s class, he requires projects, written papers and presentations.
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It’s true that the challenges of online assessment are all part of the HyFlex experience too. So whatever measures you use to reduce cheating in online assessments for fully online courses would likely be useful for HyFlex courses too. If you can’t have reliable and effective proctoring to reduce cheating on exams, then changing the design of the online quizzes and exams may be your best approach. (May be a good approach in any case.) There is a lot of guidance on redesigning assessments for reducing the likelihood of cheating. Some good basic guidance can be found here: https://www.facultyfocus.com/articles/educational-assessment/fourteen-simple-strategies-to-reduce-cheating-on-online-examinations/ And if traditional exams/quizzes are not required, you might consider other forms of assessment maybe more “authentic” to the discipline. See this resource for more on that: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html
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