Introducing ACTFAiREST² to implement online assessments amid COVID-19: a case study from a low resource setting

Area of Science:

• Medical Education
• Health Professions Education
• Online Learning

Background:

• COVID-19 pandemic necessitated rapid transition to virtual teaching and assessments globally.
• Low-resource settings, such as Pakistan, faced unique challenges due to limited connectivity and geographical distances.
• A private university implemented a structured quality assurance process for online assessments.

Purpose of the Study:

• To reflect on the phased transition to online/remote assessments.
• To facilitate continuous student learning through distance modalities during the pandemic.
• To share experiences from a low-resource setting.

Main Methods:

• A workshop introduced modified Walker's nine principles (ACT FAiREST²) to faculty for designing online assessments.
• Faculty redesigned course assessments from face-to-face to online modalities.
• Curriculum Committee (CC) approved proposals using an adapted checklist; pre- and post-workshop proposals were content-analyzed for alignment with learning outcomes.

Main Results:

• The CC approved 45 undergraduate course assessment proposals for virtual environments.
• Faculty implemented four key changes based on ACT FAiREST² principles: alternative exams, modified administration modes, and reduced assessment load.
• Assessment tasks were adapted to ensure applicability in a virtual setting.

Conclusions:

• The transition fostered innovation in online teaching and assessment for future nursing education in Pakistan.
• This evidence-based approach can guide similar institutions in low-resource settings to enhance faculty preparedness for online assessments.
• The experience highlights the adaptability of educators in challenging circumstances.