Makerere University, through the Office of the Academic Registrar Mr. Alfred Masikye Namoah recently announced the resumption of teaching and learning at the University, through the Open and Distance e-Learning (ODeL) interface.
In his communique, the Academic Registrar intimated that the University Senate had at its emergency meeting held on Monday this week, deliberated on the resumption of teaching and learning online, for semester II 2020/2021 for final year students and graduate programmes that had completed Semester 1 2020/2021 examinations.
The University Senate resolved firstly, that there will be a staggered or split commencement of Semester II 2020/2021. Secondly, that teaching and learning through ODeL for Semester II will commence on 30th August for Final Year students and Graduate programmes that had completed Semester I 2020/2021 examinations. Thirdly, that medical students report on 16th August 2021 and ultimately that Academic Units and Faculty members should make all preparations to update teaching and learning materials on MUELE.
In the same vein, the Academic Registrar released the roadmap for completion of Semester I 2020/2021 examinations, for those who hadn’t completed. It will be recalled that Makerere University was closed on Presidential Directive a few hours to the commencement of these particular examinations. The new roadmap is as follows;
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ROADMAP FOR COMPLETION OF SEMESTER 1 2020/2021 |
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Activity |
Proposed Timelines |
Comment Notes |
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Ongoing stakeholder engagement/ Training and sensitisation of students |
1 July – September 2021 |
Ongoing stakeholder engagement: (Students, Government, Telecom Companies, seeking grants) |
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Ongoing Training of Staff in online assessment using MUELE |
27th July – September 2021 |
Ongoing with a lot of staff enthusiasm |
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Submission of ODeL status to Mak Senate |
9th August 2021 |
Report ready for submission |
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Submission of Emergency ODeL implementation progress report and application to NCHE for extension |
16th August 2021 |
Report is ready |
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Ongoing Training of Staff in Online module design and facilitation |
18th August 2021 |
To resume after training in online assessment |
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Application to NCHE to conduct multiple/ alternative assessment methods |
20th August 2021 |
Content of application to come from 9th August 2021 Special Senate |
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Practical demonstration to NCHE of the online assessment strategies adopted by Senate on 9th August 2021 |
27th August 2021 |
Date to be communicated |
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ONLINE TEACHING AND LEARNING FOR SEMESTER 11 2020/2021 GROUP 1 |
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Opening of Semester 2, resumption of teaching & learning for Final Year and Graduate Students using ODeL |
30th August 2021 |
Unit academic leaders and faculty to update MUELE course shells with Semester 2 training materials. DICTS to ensure all necessary upgrades of the E-Learning System |
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EXAMINATIONS FOR SEMESTER 1 2020/2021 |
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Completion of 1st Semester examinations |
6th – 24th September 2021 |
As training for alternative assessment methods continues, College/ School Academic Boards should draw and submit plans alternative assessment to complete the pending examinations. |
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ONLINE TEACHING AND LEARNING FOR SEMESTER 11 2020/2021 GROUP 2 |
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Opening of Semester 2 for First Year and other continuing students |
Monday 27th September 2021 |
Unit academic leaders to monitor and ensure faculty update of MUELE course shells with Semester 2 training materials |
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APPROVED ALTERNATIVE ONLINE ASSESSMENT TOOLS/MODALITIES APPENDIX I
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Table 1. Online assessment types with examples |
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Assessment Type |
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Examples |
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Traditional assessment submitted online |
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Essays, Case studies, Article reviews, Proposal writing, Report writing |
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Automated online assessment |
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Online Quizzes (Multiple choice questions, Multiple response questions, fill in the blanks, True and False, matching, ordering) |
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Online interactions |
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Contributions to forums, Chats, Blogs and Wikis, Reading summaries, Collaborative learning, Critical reviews |
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Group assessments online |
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Online presentations, Group online projects , Online debates |
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Critical reflection and metacognition |
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Electronic portfolios, Online journals, logs, diaries, blogs, wikis, Embedded reflective activities, Peer & self-assessment |
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Authentic assessment |
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Scenario based learning, Laboratory/field trip reports, Simulations, Case studies Role la s, Online oral presentations |
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Table 2: Online assessments and how they are used
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Assessment Type |
Setting up |
When to use |
What can it assess |
Considerations (workload, timings, inclusiveness etc. |
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Take-home papers and open-book exams |
Require appropriately designed questions that do not over rely on memory and recall, but instead on interpretation and analysis. Questions are set using verbs from the Application, Analysis, Evaluation and Creation levels of Blooms Taxonomy |
These are accessed online, completed, and then submitted by a specific deadline in the LMS or using email |
Skills in organizing large quantities of information, synthesize information rather than just recall it, and the ability to identify key data and information quickly and accurately |
State the duration students are expected to do the exam or write a paper Guidance on the referencing standards required Provide a word limit Appropriate question setting and student preparation Students should have access to materials during the exam • Use of Turn-it-in Provide a rubric |
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Multiple choice questions |
Requires time to build the questions depending on the complexity of the questions. Marking is automated Questions that require facts, e.g. parts o/a machine, parts o/ a human body, etc. |
Efficient for rapid testing of factual material, suitable for large groups and gives instant feedback to students |
Tests student knowledge recall and can also test higher-level thinking especially where answers are similar but only one is correct. Also tests quick thinking and decision making in aptitude tests |
Technical support for staff to set up Moodle quizzes Time required for moderation Provide a sh0iter time window for completion Can connect With Moodle grade book |
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Portfolio |
Students collect evidence of achievement of the course learning outcomes in hard or, electronic format Evidence can be in videos, photos, graphics, audio, text |
Used in practical / applied disciplines where evidence is provided in hard or electronic format. Students can also use a portfolio as a modern CV. Visualizes evidence of knowledge, skills, competencies learned |
Digital and academic skills; knowledge; personal growth; development of ideas |
Guidance on maximum timings for video/audio material Specify portfolio content Design a matrix demonstrating how evidence aligns with learning outcomes Support students to appreciate critical reflection |
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Reflective Journals |
Students write about what they have learned, drawing upon their experiences or practice, and relating it to their reading. |
Used to produce an analytical piece of work describing an event or idea, using a range of differing perspectives thereby reducing on plagiarism |
Development of reflective, and critical thinking, and documenting a learning journey. Students can demonstrate creativity and originality |
Guided discussion of illustrative examples are useful Suggest indicative word limits on each sections Develop a rubric to assess, content reflection, personal growth and advancement |
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Group / collaborative assignments |
Students are grouped and each group is allocated a case study or topic |
It works well for authentic cases or topics linked to the students’ circumstances or Programme |
Critical thinking and other soft skills |
Requires online platform Inclusivity of group members Encourage groups to design a plan for their interactions Encourage students to engage in deep critical thinking of the case or to ic |
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Wiki |
A website developed collaboratively by students allowing any user to add or edit content |
Students use the essay-writing services to do this type of work for them, and thus it is harder to plagiarize |
Improved technical competence and students can demonstrate where they have worked collaboratively |
Platform to host the wiki State the duration student are expected to use the wiki A digital footprint is kept to evaluate how and when students are access in information |
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Individual peer Assessment of Contribution to group work |
Students grouped and each student is required to review another person’s work |
Used to assess the level of contribution of each student to the group work, assessed by their peers |
General engagement with the task, ability to work in teams, leadership, communication. |
Assessment method should be explained to students at the start of the group work activity |
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Used to track individual student development |
Students learn how to provide constructive feedback to their peers |
Students do not need long to complete peer feedback Encourages students to participate in the group work |
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Video/audio recordings, pod casts |
Students gather information on a subject and present it in audio or visual form within a specific time duration |
Used to promote a more inclusive approach to assessment and these are relatively difficult to plagiarize |
Students ability to portray complex ideas in an accessible way |
Provide technical support in compiling the video/audio Indicate expected recording duration Assessment based on students’ knowledge rather than technical specifications Suitable for group or individual assignment |
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Blog |
Students will need to register for a blog |
Used for ideas or concepts that are developed over an extended period of time. Useful for reflective learning |
Application of theoretical connections with the real world, transferable skills and digital skills |
Guide students on when, what and how much to post Ensure the blogs have academic validity Training students to use the platform • Monitor students’ progress |
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Claim |
Students are required to claim the extent of achievement of different learning outcomes and give evidence of their claim |
Used in practical subjects, for example if a student claims mastery of writing an App, they show evidence of writing the same, etc. |
Application, analysis, evaluation and creation skills and competencies |
• Guide students on the learning outcomes from which claims should be written and evidenced Provide a grading rubric |
Ultimately, the Academic Registrar noted with keen attention that since there are challenges to full implementation of digital assessment; also taking into account the different demands and requirements of the different programmes/courses, certain online assessment routes would be considered.
These would include; recorded videos showing a demonstration of a science experiment that would have been done in a lab or a presentation of monographs for a language course, producing an independent study project relevant to the student’s course while following a rubric, quizzes that randomize the order of questions and shuffle the answers within a question, writing a ready-to-submit manuscript for a journal or a script for a play, written field/lab reports examining concepts obtained in a previous semester, open book/open world examinations where answers cannot be readily extracted from the material, case studies analyzing a real life instance of an event, forum discussions to the benefit of the respective disciplines, including math and science courses, and finally, oral examinations conducted over Zoom.
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