{"id":2311,"date":"2026-02-18T13:00:00","date_gmt":"2026-02-18T13:00:00","guid":{"rendered":"https:\/\/sites.dundee.ac.uk\/library\/?p=2311"},"modified":"2026-02-16T17:19:59","modified_gmt":"2026-02-16T17:19:59","slug":"supporting-success","status":"publish","type":"post","link":"https:\/\/sites.dundee.ac.uk\/library\/supporting-success\/","title":{"rendered":"Supporting Success: A Year of Managed Assessments &amp; Exams\u00a0"},"content":{"rendered":"\n<p>Each year, the Assessment team, part of the&nbsp;<strong>Educational Development team in Library, Academic and Cultural Services<\/strong>, plays a crucial role in delivering a smooth and reliable online assessment experience for students and staff across the University.&nbsp;<\/p>\n\n\n\n<p>Working behind the scenes, the team manages assessments using two key platforms:&nbsp;<strong>Questionmark&nbsp;OnDemand (QMOD)<\/strong>&nbsp;and&nbsp;<strong>ExamOnline&nbsp;(EOL)<\/strong>. These tools support a wide range of assessment types\u2014from formative quizzes to formal high-stakes exams\u2014tailored to the needs of each school.&nbsp;<\/p>\n\n\n\n<p><strong>2024\u201325 in Numbers<\/strong>&nbsp;<\/p>\n\n\n\n<p>In the 2024\u201325 academic year, the team successfully&nbsp;<strong>set up and delivered 440 managed assessments and exams<\/strong>&nbsp;across both platforms:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>171 on\u00a0ExamOnline<\/strong>\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>269 on\u00a0Questionmark\u00a0OnDemand<\/strong>\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Impressively,&nbsp;<strong>64% of these assessments<\/strong>&nbsp;were created directly in the systems by the Assessment team,&nbsp;showcasing&nbsp;their technical&nbsp;expertise&nbsp;and commitment to quality and consistency.&nbsp;<\/p>\n\n\n\n<p><strong>School Breakdown<\/strong>&nbsp;<\/p>\n\n\n\n<p>Assessments spanned all academic schools, with the following distribution:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>DJCAD<\/strong>: 2 assessments\/exams\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>School of Business (SBUS)<\/strong>: 52\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>School of Dentistry (SDEN)<\/strong>: 31\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>School of Health Sciences (SHSL)<\/strong>: 103\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>School of Life Sciences (SLSC)<\/strong>: 147\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>School of Medicine (SMED)<\/strong>: 18\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>School of Science and Engineering (SSEN)<\/strong>: 87\u00a0<\/li>\n<\/ul>\n\n\n\n<p>This highlights the team\u2019s wide reach and ability to support diverse academic disciplines and assessment styles.&nbsp;<\/p>\n\n\n\n<p><strong>Student Engagement<\/strong>&nbsp;<\/p>\n\n\n\n<p>Across both platforms, the scale of student participation was significant:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>16,465 sittings<\/strong>\u00a0on\u00a0<strong>Questionmark\u00a0OnDemand<\/strong>, involving approximately\u00a0<strong>3,000 students<\/strong>\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>4,524 sittings<\/strong>\u00a0on\u00a0<strong>ExamOnline<\/strong>, involving approximately\u00a0<strong>2,000 students<\/strong>\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Both systems are used throughout the academic year for a variety of assessment types including coursework, class tests, mock exams, and final assessments. While&nbsp;<strong>Questionmark<\/strong>&nbsp;focuses on computer-marked assessments,&nbsp;<strong>ExamOnline<\/strong>&nbsp;supports tutor-marked activities, offering flexibility for different pedagogical approaches.&nbsp;<\/p>\n\n\n\n<p><strong>Behind the Scenes: Time and Expertise<\/strong>&nbsp;<\/p>\n\n\n\n<p>The delivery of online assessments&nbsp;isn\u2019t&nbsp;just about uploading&nbsp;a test. In 2024\u201325, the Assessment team dedicated over&nbsp;<strong>400 hours<\/strong>&nbsp;to preparing, delivering, and supporting assessments. Depending on complexity,&nbsp;<strong>each exam can take anywhere from 1 to 18 hours<\/strong>&nbsp;to set up and manage\u2014underscoring the meticulous work involved in ensuring a secure, fair, and accessible assessment experience.&nbsp;<\/p>\n\n\n\n<p><strong>Looking Ahead<\/strong>&nbsp;<\/p>\n\n\n\n<p>As digital assessment continues to evolve, the Assessment team&nbsp;remains&nbsp;at the forefront of delivering scalable, robust, and pedagogically sound solutions. Their work not only supports academic integrity and quality assurance but also enhances the student experience\u2014making assessments more flexible, accessible, and aligned with modern learning environments.&nbsp;<\/p>\n\n\n\n<p>If&nbsp;you&#8217;re&nbsp;a staff member interested in learning more about how the Assessment team can support your course or module,&nbsp;get in touch with&nbsp;the&nbsp;<strong>Educational Development team<\/strong>.&nbsp;<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Each year, the Assessment team, part of the&nbsp;Educational Development team in Library, Academic and Cultural Services, plays a crucial role in delivering a smooth and reliable online assessment experience for students and staff across the University.&nbsp; Working behind the scenes, the team manages assessments using two key platforms:&nbsp;Questionmark&nbsp;OnDemand (QMOD)&nbsp;and&nbsp;ExamOnline&nbsp;(EOL). These tools support a wide range [&hellip;]<\/p>\n","protected":false},"author":841,"featured_media":2081,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,30,21],"tags":[56,33,47,22],"class_list":["post-2311","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-studying","category-support","tag-library-help","tag-online-resources","tag-student-life","tag-support"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/posts\/2311","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/users\/841"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/comments?post=2311"}],"version-history":[{"count":2,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/posts\/2311\/revisions"}],"predecessor-version":[{"id":2313,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/posts\/2311\/revisions\/2313"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/media\/2081"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/media?parent=2311"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/categories?post=2311"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/library\/wp-json\/wp\/v2\/tags?post=2311"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}