Summary
Bachelor students studying business studies have the possibility of independently reviewing the contents of the course "Human resources policy" using Blackboard tests. With this they can evaluate their individual level of knowledge. 
The Blackboard homework for "Human resources policy" were developed and implemented in the winter semester of 2017/18. During the semester the participants were provided with self-tests in Blackboard on certain topic areas. Here question types were used that could be automatically evaluated in Blackboard (closed questions). Thereby it was possible for the cours eparticipants to receive a comprehensive as well as individual feedback right after they had submitted their answers. Working on the tests is voluntary. The solutions to the questions are discussed in the tutorial. 

Course

Tools

• Blackboard tests

Realization

The aim of the project was the consequent introduction of online-supported self-learning formats that backed-up the tutorials and seminars (focus was on: self-learning competencies).
Background: In order to support the students with a changed tutorial and study concept for their independent learning activities, the lecturers looked for possibilities regarding online-supported practice formats. The cause was the unexpected and short-term increase in the number of participants taking the course (from about 180 registrations in the WS 2016/17 to over 540 registrations in WS 2017/18) with at the same time limited human resources (1 part-time professor, 1 part-time academic staff member, 1 student assistant) and funds (for external teaching assignments to accompany the tutored groups). 
The new strategy envisaged the following changes:

• The tutorial (in the past: a lecture, individual group work during the face-to-face session) has been changed to a worksheet concept in which the students individually work on tasks between the actual tutored sessions. Their solutions are documented in Blackboard on solution sheets. The tutorial itself then served the purpose of presenting the solutions and discussing all questions that cropped up here (approx. 60-80 participants). This means that there were several tutored groups.
• The second step was to set up online test modules with which the students are able to check their knowledge with questions of various different formats (multiple choice, true-false, matching). Every test sequence contains direct feedback on the individual questions, including the result as well as a short explanation of the right answer (see Illustrations 6 and 7).  
• The test series and the worksheets were then incorporated into Blackboard as a self-learning unit that included individual tasks focussing on open question formats (transfer tasks) in a web training session. This is made up of the combination worksheet-test-solution sheet for every single lecture unit ("a clear structure").  
• The whole thing is complemented by a discussion forum in which the students can post open questions on the contents of the course which are then answered in a timely manner. All in all, the online course offers the test module, the worksheets as well as solutions in addition to the traditional provision of the lecture slides.

Preparation: The lecturers took part in, amongst others, the CeDiS training course "Blackboard for experts: Tests and surveys". Afterwards they mutually selected fitting question types that could be used and developed individual hommework tasks on certain set topic areas.
Activating the tests: The homework tasks developed were provided to the course participants on a successive basis. The activation of each individual unit that had to be worked on orientated itself on the contents taught in the tutorials. It always occurred after the same content-related course of a certain week had taken place. If there are any technical or content-related problems, questions or criticism then the students could at any time contact the supervising teaching assistant via e-mail.   
Currently there are 8 self-learning tests available that all contain between 10 and 15 questions. Thereby various different types of questions are used (Illustrations 1 - 5).

Illustration 1: Test unit and exercise in Blackboard 

Illustration 2: Testpool WS 2017/18

Illustration 3: Question formats (true/false) 

Illustration 4: Question formats (multiple answers)

Illustration 5: Question formats (matching)

Illustration 6: Example feedback test (test question) 

Illustration 7: Example feedback test (essay question)

Illustration 8: Blackboard grade center. Evaluation of the individual tests

Illustration 9: Blackboard grade center. Evaluation of the individual tests (essay questions)

The exam takes place at the e-examination center and contains a high percentage of multiple choice questions so that there is no difference (format-wise) between the tests on Blackboard and the actual final exam. 

Experiences made by the lecturer

All in all, the lecturers have had positive experiences with the suitability and usability with the instruments that were implemented. This allows for working directly with the test module in the next upcoming course. On the one hand, the existing test questions can be used again and, on the other hand, further improvements and tweaks can be undertaken. These modifications are easily done as there are extensive evaluation possibilities when it comes to the quality of the questions.   
In the current course the online assignments are an "emergency solution" as there is only a limited number of staff resources that can cater for the course. The concept was therefore introduced during the ongoing course. 8 out of 12 units were able to be produced and therefore not all of the content of the lecture is available yet (the focus of the course - human resources policy and fields of activity - has, though, been produced). During the trial phase    der aktuellen Veranstaltung waren die Online-Aufgaben als kurzfristige „Notlösung" gedacht, um mit begrenzten Personalressourcen dennoch die Veranstaltung abwickeln zu können. Das Konzept wurde also während der laufenden Veranstaltung eingeführt. Es konnten 8 von 12 Einheiten und damit noch keine durchgängige Abdeckung aller Vorlesungsinhalte entwickelt werden (wohl aber im Schwerpunkt der Veranstaltung, den Handlungsfeldern der Personalpolitik). In der Erprobungsphase haben sich viele Vorteile gezeigt, die bei der Verbesserung der Grundlagenveranstaltung dauerhaft genutzt werden können. Bei entsprechender personeller Ausstattung und zeitlichem Vorlauf kann das Konzept auch in erweitert werden und beispielsweise unmittelbar mit den Vorlesungsinhalten verknüpft werden. Auch die Verbindlichkeit der Testabsolvierung kann erhöht werden, die in der Erprobungsphase freiwillig waren. Auf diese Weise können auch Ressourcen für betreuungsintensivere Lernunterstützung (Fragestunden, Gruppenarbeiten) und andere Lehrformate freigesetzt werden.
Aus Sicht der Lehrenden hat sich das Grundkonzept in der inhaltlichen Strukturierung, didaktischen Durchführung und auch in Bezug auf das Format bewährt. Das Konzept ist nach anfänglichem Zögern (bei der ersten Abfrage in der Vorlesung, ob ein solches Angebot gegenüber der klassischen Übung bevorzugt würde, hat nur rund ein Dutzend der Studierenden das Format ausgewählt), sehr gut aufgenommen worden. Dazu hat auch beigetragen, dass das Webtraining in der Vorlesung beworben wurde, indem regelmäßig dort auch Fragen in der Form der Direktumfrage (http://invote.de/) platziert wurden, um die Studierenden an das Online-Format heranzuführen. Wichtig war auch, dass die Testeinheiten zeitnah an den Vorlesungen orientiert waren. Zugleich ermöglicht der Online-Test aber auch für die Studierenden in der Vorbereitungsphase auf die Klausur ihr Wissen zu prüfen. Auch in der Lehrphase gibt es mehr Flexibilität bei der Bearbeitung der Testeinheiten als in der zeitlich und räumlich gebundenen Übung.
Zentrale Lernerfahrungen der Lehrenden bestehen in der Auswahl geeigneter Frageformate, die sich für einen Online-Test eignen (Wahr-Falsch-Formate, einfache Auswahlen), und die Nützlichkeit des unmittelbaren Feedbacks, dass den Testteilnehmenden unmittelbar angezeigt wird. Zudem konnte auch die Qualität der Fragen (einfach, mittel, schwer) und die Tauglichkeit ausgewertet werden, was für die Klausurstellung hilfreich ist.
Ein positiver Nebeneffekt war, dass auch das in vorherigen Veranstaltungen derselben Vorlesung verwaiste Diskussionsforum angenommen worden ist (insgesamt 21 Posts von vorher 0!). Nachteilig ist, dass von der Möglichkeit die Essayaufgaben in einem offenen Format online zu üben nur begrenzt Gebrauch gemacht worden ist (5-8 Abgaben), obwohl es auch hier eine Lösungsskizze gab. Hier müsste in Zukunft über andere Formen der Übung nachgedacht werden (etwa mid-term exams) bzw. überlegt werden, ob die Lösung nur angezeigt wird, wenn der Test auch durchgeführt wird. Allerdings ist zu beachten, wie diese abgewickelt werden können (vergleichsweise hoher Arbeitsaufwand, mit Bewertung oder ohne). 

Further information

• Blackboard tests and surveys

Support offered by CeDiS

• Consulting services for the implementation of digital solutions in teaching: The Center for Digital Systems (CeDiS) has extensive experience of many years when it comes to the implementation of digital media and systems within the fields of teaching, learning and research. We offer a wide variety of consulting services on the implementation of these tools and systems within the entire academic scope and especially at Freie Universität Berlin. 
• Training courses and workshops: For lecturers at Freie Universität Berlin (professors, employees, tutors) as well as lecturers of other universities CeDiS offers training courses and workshops on the topic of teaching and learning with digital media. These course enable participants to implement online elements within their own sphere of teaching.
• The Executive Board of the Freie Universität supports e-learning initiatives: With the e-learning funding program financial resources are provided to lecturers that enrich and improve their courses quality-wise by implementing technological and media-related support. All of the academic staff teaching, the lecturers or even the institutions of the Freie Universität - without the Charité-Universitätsmedizin - can be supported within this program.