Abstract
Objective: The objective of this scoping review is to carry out a systemic search of published articles to identify and explore the strengths and challenges encountered by students, teachers, and administrative staff in the realm of online assessment, particularly in the context of the ongoing challenges posed by the Coronavirus pandemic, taking into consideration the needs and requirements in online education. Method: This review adhered to the Arksey and O’Malley framework, incorporating data from four databases. It focused on studies related to online assessment during and after the COVID-19 pandemic within the past three years. A total of 11 articles met the inclusion criteria, and the QualSyst appraisal tool was applied for methodological assessment. The synthesis of data resulted in the presentation of findings, reflecting the contemporary evolution of online assessment methodologies. Result: Diverse challenges and strengths associated with online assessment were identified and categorized based on the roles of students, teachers, and administrative staff. Students faced challenges like internet connectivity and distractions, while faculty dealt with increased screen time and invigilation difficulties. Similarly, administrative staff had a heavier workload, however, students appreciated transparency, faculty valued reduced marking loads, and IT staff saw fewer cheating chances and the benefit of recording availability for review. Conclusion: This scoping review serves as a valuable resource for medical schools, offering insights into the challenges and strengths of online assessment during and post the COVID-19 pandemic. The adaptation of diverse modalities is poised to enhance the popularity and effectiveness of online assessment in the future years. Keywords: E-learning, Digital evaluation, Online assessment, Synchronous, Asynchronous.
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