Online Test Guidelines

eBridge has a number of assessment tools which can be used for diagnostic, summative and formative assessments. Each assessment tool has its own unique features and tests can be deployed in a variety of ways with a number of variables so it is recommended that you assess the suitability of each assessment tool for the type of test you wish to deliver.

This document makes reference to the Tests and Quizzes and Tasks, Tests and Surveys tools within eBridge. It is intended to provide guidance and support in relation to the creation of online tests and facilitate the selection of the appropriate assessment tool. The advice provided is not exhaustive.

Although e-assessment can offer many benefits it should not be viewed in isolation and should mirror existing assessment processes in terms of integrity and validity. It is therefore recommended that this document is read in conjunction with the University Code of Practice for Assessment procedures, Section F.

Creating an Assessment

When creating an assessment it is advisable to first create a question pool(s) and then make the relationship between the question pool and the assessment. The principle behind this is that the question pool or questions within a pool can be reused and associated with an assessment that is created enabling reusability, sustainability and reducing duplication.

Trial the Test

It is vital to trial any test set up in an eBridge site before it is deployed and made available to students. The Tel team is happy to look at any tests created and provide feedback. We can also arrange for a test site to be created. One of the advantages of this is that you or a colleague can be added to the test site with a student role so that you can take the test and experience it from a student perspective. There are other options available such as viewing the test as a student which can be done by selecting “View as Student” from underneath the tool bar menu.

Once you have created the assessment, there are a number of options within the settings that will require attention. If you set the test to allow unlimited attempts then you can make amendments, copy the test and then recheck until you are confident that the test is ready to publish.

Remember never to make any changes to a test which has already been taken by students. If you need to make any changes, make a copy of the test first and work on the new copy.

Trial the test with Students

Once you feel happy that the test is correct it is always advisable to have a trial run through with students. You can create a practice test that can be taken by students prior to publishing the official test. This should be dealt with by adherence to the summative opportunities of assessment available to students as per the University Assessment Procedures. Although the assessment tools allow for instructions to be displayed it is recommended that you also verbally discuss the practice test with students. Having a trial of the test allows students to become familiar with the type of assessment, the methods and your style. It also gives you an insight into how a student perceives the test and can forewarn of any potential problems.

Administering the Test

Outline the test and the assessment criteria both verbally and in writing i.e. the learning outcomes

Test Equipment

Assessment and Special Allowances

There may be students who are entitled to extra time during an assessment and therefore you may wish to consider using an assessment tool that can group students so that you can set additional time allocations where appropriate. Assessments can be copied so once the master assessment has been created, tested and works it is simple to make a copy of the assessment, rename it accordingly and amend any settings i.e. the amount of time allowed for the assessment.


The security of a test is of utmost importance and the eBridge assessment tools again offer a variation of options.