Abstract
COVID-19 forced educational institutions to work digitally. Universities were not prepared for online assessment during the lockdown. Teachers faced many challenges when assessing students online; they were afraid that they produced inefficient or fake results. This study aims to understand the factors that affect the efficiency of e-assessment from the teachers’ perspective. Many factors affect the e-exam efficiency, such as university readiness, educator readiness, plagiarism, cheating, type of assessment, and technical issues. Two hundred sixty-eight teachers were invited to fill in the questionnaire. This study concludes that university readiness, educator readiness, and type of assessment have a positive significant impact on e-exam efficiency, while plagiarism, cheating, and technical issues negatively affect e-exam efficiency Implications for practice are discussed.
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