Online Teaching: A Study for the Effectiveness of Randomized Exams

Online teaching is growing in popularity. This paper presents a case study for an online business course investigating student exam scores obtained from non-randomized and randomized exams. We find that the non-randomized exam scores of the students are suspicious because there are statistically significant disparities from the randomized exam scores. Further, the paper explores the constraints placed on instructors to construct randomized exams due to an insufficient number of questions in test banks provided by textbook publishers.