E-learning Assessment Research Articles

Open distance and e-learning (ODeL) assessment indicators for quality learning

This paper is aimed at identifying indicators of open distance and e-learning (ODeL) assessment for quality learning in higher education. The demand for university education in higher learning institutions has continued to grow and hence there has been a phenomenal expansion in enrolments that are not matching with the expansion of facilities. As institutions of higher learning step up to offer their academic programmes by ODeL mode of instructional delivery, there are concerns from stakeholders about the quality of the certificates and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of ODeL academic programmes. The concept of quality, in general, is debated to a high extent, even though it is a common word, it is not a well-understood concept and is defined differently by different individuals in different contexts at different points in time. The implications of poorly assessed students in most cases result in half-baked graduates who may fail to grasp the concepts, skills and knowledge in their area of specialization. On the same score, it is envisaged that the process of assessment requires students’ full engagement with clearly explained criteria that includes peer-reviewing of each other’s work and the necessary support that is provided to the students on the programme. The process of assessment is an iterative process and benefits both the lecturers and students. Although assessment demands a synergetic approach by all the players in the delivery of a programme, there are other critical indicators of assessment that promote quality teaching, and these must be taken into serious considerations. Therefore, the paper contends that there are various indicators of ODeL assessment for quality learning. Additionally, the paper presents Evans’ assessment tool (EAT framework) that could be used to improve quality e-assessment feedback of ODeL and move away from the more traditional methods of providing feedback to the learners under this mode.

The effectiveness of synchronous online clinics and conventional clinics among medical students: Assessing the influence of e-learning.

The COVID-19 pandemic presented challenges that led to the development of on-line learning, emphasizing how important it is for students to have access to quality education. This study was conducted to compare the efficacy of synchronous on-line and conventional clinics and the perception of students. This study was conducted over 12 months from November 2020. A total of 78 Phase 4 students were divided into six batches by convenient sampling based on roll numbers; each batch was again subdivided into two: Group A received conventional clinics and Group B received on-line synchronous clinics. Postsession multiple choice questions (MCQs) were conducted immediately after the session and again 2 weeks later to avoid recall bias. Perception was analyzed by Likert scale. The unpaired t-test was utilized for normally distributed continuous data and the Mann-Whitney U test for non-normally distributed or ordinal data to conduct statistical comparisons between the two groups. The assessment of e-learning between the two groups showed no significant difference, although the online group exhibited comparatively lower recall test scores compared to their post-test scores, even if not reach statistical significance. A significantly higher proportion of students in the conventional group expressed confidence in their exam performance and believed that traditional sessions were preferable for future learning endeavors. Most medical students stated that they preferred conventional clinics over e-learning education. Students felt that there was a difference between these two teaching methods' perceived efficacy and general attitudes.

Pioneering Online Assessment Solutions: Empirical Experiences from Educational Practitioners

The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined qualitative literature regarding the innovative strategies for online educational assessment sustainable and scalable. To gather empirical qualitative data on this subject, a systematic review of literature was undertaken. The study responded to one major research question. “What are the experiences of educational practitioners reported in empirical qualitative research studies pertaining innovative strategies for online educational assessment?” We conducted a qualitative review of the scientific literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was employed to generate themes and patterns. Education databases, like ERIC were used for the article search. Search phrases utilized for this systematic review included “Strategies for online assessment” and “Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution to online assessment in universities and restores confidence among educational partners and funders.

LLM examiner: automating assessment in informal self-directed e-learning using ChatGPT

LLM examiner: automating assessment in informal self-directed e-learning using ChatGPT

Development and psychometric evaluation of E-Learning Assessment Scale in Higher Education

E-learning is a fairly recent and fleetly expanding trend of education that increased particularly during the COVID-19 epidemic. thus, assessing thee-learning with standardized tools has gained significance. This study aims to develop an e-learning assessment scale for university students. This methodological study was performed with 434 students in Türkiye. The item pool of the scale was created grounded on the applicable literature. The data were estimated using descriptive statistics, explanatory and confirmational factor analysis (CFA), Pearson correlation analysis, t-test for dependent variables and Cronbach alpha coefficient. The content validity index of this scale calculated according to experts‟ opinions ranged from 0.84-1.00. According to the explanatory factor analysis, two factors had an eigenvalue> 1. These two factors reckoned for 68.6 of the total variance. CFA showed favourable results for Chi forecourt/ degrees of freedom (χ2/df), comparative fit indicator (CFI) and root mean square error of approximation (RMSEA). The Cronbach alpha of the scale was 0.96. The Cronbach alpha measure of the sub-dimensions independently,0.94 and 0.93. The E-Learning Assessment Scale had strong test-retest reliability. In conclusion, the 18-item E-Learning Assessment Scale was a valid and reliable tool for assessing e-learning. The scale enables students to assess the e-learning process.

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

Adaptation and evaluation of psychometric properties of HELAM using the Rasch model in the Indonesian context

<span lang="EN-US">Many schools have shifted their learning mode from face to face to fully online in order to reduce virus transmission and avoid learning loss, resulting in accelerated use of the learning management system (LMS). The implementation of online learning over the last 3 years in Indonesia needs to be evaluated. However, the available evaluation scales are in different cultural contexts. Therefore, the existing scales should be adapted. This study aims to adapt and report the psychometric properties of the Hexagonal E-Learning Assessment Model (HELAM) scale in the context of Indonesian culture. The adaptation followed the procedure suggested by Beaton. To achieve a measurement accuracy of up to 0.5 logit at a 99% confidence level, 326 teachers taking the Teacher Professional Education (TPE) program in position program were involved. The psychometric properties of the HELAM scale were analyzed using the Rasch model to improve accuracy and observe the quality of the HELAM scale. The results of the analysis show that the HELAM scale has good psychometric properties in the context of Indonesian culture at the instrument and item level. The elements of reliability and validity have met the good criteria. Thus, the adapted HELAM scale can be applied to the Indonesian context.</span>

Evaluation of E- Learning Undergraduate Nursing Students in a Faculty of Nursing

This short investigates the assessment of online education and its usefulness as a learning instrument. The research looks on the many assessment approaches that are used to measure the results and effect of e-learning programmers. It investigates the role of student satisfaction, knowledge acquisition, and skill development in determining the effectiveness of e-learning. The abstract discusses the difficulties and constraints in measuring e-learning, as well as the necessity for standardized evaluation frameworks. Finally, the goal of this research is to give insights into the assessment process, so assisting educators and poli-cymakers in making informed judgements about integrating e-learning into educational institutions. Introduction: The introduc-tion gives an outline of e-learning assessment and its significance in current education. E-learning has gained popularity as an adaptable and readily available learning method, but its performance must be assessed to ensure optimal results. The purpose of this introduction is to emphasize the need of evaluating e-learning programmers to identify their influence on student happi-ness, acquisition of knowledge, and skill development. It also highlights the need of a standardized assessment framework in facilitating accurate and trustworthy evaluations. Educators and policymakers may make more informed judgements to increase the efficacy of e-learning projects if they understand the evaluation process. Research significance: The assessment of e-learning research is critical in the realm of education. For starters, it allows educators to assess the efficacy of e-learning pro-grammers in reaching targeted learning objectives. Second, it sheds light on how e-learning affects student satisfaction and engagement. Third, this research identifies opportunities for improvement in the design and delivery of e-learning. It also con-tributes to the establishment of a standardized assessment system, which promotes comparability and dependability across various e-learning programmers. Finally, the significance of this research resides in its capacity to increase the quality and effi-cacy of e-learning practices, resulting in better educational experiences for students. Method: The Grey Relationship Analysis (GRA) approach is a decision-making tool designed to analyses and assess connections between variables in circumstances when information is ambiguous or inadequate. It is especially beneficial when working with systems with insufficient data or dynamic and complicated interactions. GRA use grey numbers to show the data's uncertainty and incompleteness, enabling for more exact analysis. By generating grey relational grade, the approach assists decision makers to arrive at informed choices by identifying the most significant elements or factors in a system. GRA can be used in a variety of industries, including banking, technology, and management, where there is ambiguous or partial information. Alternative parameters: Analysis, Design, De-velopment, Implementation, Evaluation. Evaluation parameters: E-Learning Environment, Webpage Connection, Learning Rec-ords, Instruction Materials. Result: Analysis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank. Conclusion: evaluation of e learning is progressed. Here is the rank for alternative parameters Analy-sis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank.

Identifying and Mitigating Harmful Comments on Social Networking Sites using NLP, Machine Learning, and the EDAS Method

This short investigates the assessment of online education and its usefulness as a learning instrument. The research looks on the many assessment approaches that are used to measure the results and effect of e-learning programmers. It investigates the role of student satisfaction, knowledge acquisition, and skill development in etermining the effectiveness of e-learning. The abstract discusses the difficulties and constraints in measuring e-learning, as well as the necessity for standardized evaluation frameworks. Finally, the goal of this research is to give insights into the assessment process, so assisting educators and poli-cymakers in making informed judgements about integrating e-learning into educational institutions. Introduction: The introduc-tion gives an outline of e-learning assessment and its significance in current education. E-learning has gained popularity as an adaptable and readily available learning method, but its performance must be assessed to ensure optimal results. The purpose of this introduction is to emphasize the need of evaluating e-learning programmers to identify their influence on student happi-ness, acquisition of knowledge, and skill development. It also highlights the need of a standardized assessment framework in facilitating accurate and trustworthy evaluations. Educators and policymakers may make more informed judgements to increase the efficacy of e-learning projects if they understand the evaluation process. Research significance: The assessment of e-learning research is critical in the realm of education. For starters, it allows educators to assess the efficacy of e-learning pro-grammers in reaching targeted learning objectives. Second, it sheds light on how e-learning affects student satisfaction and engagement. Third, this esearch identifies opportunities for improvement in the design and delivery of e-learning. It also con-tributes to the establishment of a standardized assessment system, which promotes comparability and dependability across various e-learning programmers. Finally, the significance of this research resides in its capacity to increase the quality and effi-cacy of e-learning practices, resulting in better educational experiences for students. Method: The Grey Relationship Analysis (GRA) approach is a decision-making tool designed to analyses and assess connections between variables in circumstances when information is ambiguous or inadequate. It is especially beneficial when working with systems with insufficient data or dynamic and complicated interactions. GRA use grey numbers to show the data's uncertainty and incompleteness, enabling for more exact analysis. By generating grey relational grade, the approach assists decision makers to arrive at informed choices by identifying the most significant elements or factors in a system. GRA can be used in a variety of industries, including banking, technology, and management, where there is ambiguous or partial information. Alternative parameters: Analysis, Design, De-velopment, Implementation, Evaluation. Evaluation parameters: E-Learning Environment, Webpage Connection, Learning Rec-ords, Instruction Materials. Result: Analysis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank. Conclusion: evaluation of e learning is progressed. Here is the rank for alternative parameters Analy-sis in 3rd rank, Design in 4th rank, development in 2nd rank, implementation in 5th rank, evaluation 1st rank.

Praktikalitas E-Learning Berbasis Web di SMK Dhuafa Padang Tahun Ajaran 2022-2023

This research is motivated by the problem of limited learning media at SMK Dhuafa Padang. This happens because there is no media-based learning that is attractive and effective. Therefore, the author seeks to design and create learning media for e-learning based on the Web at SMK Dhuafa Padang. This study uses research and development (R&D) methods. The research model used is the Borg & Gall development model, with the design and development steps as follows: Research and Information Gathering Stage (literature study, field study, user analysis); Planning (strengths, weaknesses, opportunities, threats); Product Development (waterfal: analysis, design, code); Product Testing and Revision (instrument validation, media validation); Final Product Revision (field trials, practicality, effectiveness); Dissemination. The research subjects were 75 students and 10 teachers. The results of the validity test by the experts as a whole are an assessment of the validity of E-learning based Web in Padang Dhuafa Vocational School of 88.53%, so that the validity level can be interpreted as very valid for use. The results of the practicality test assessment as a whole practicality assessment of E-learning based Web in Padang Dhuafa Vocational School were 94.49%, so that the level of practicality can be interpreted as being very practical to use. The results of the overall effectiveness test assessment of the effectiveness assessment E-learning based Web in Dhuafa Padang Vocational School were 94.85%, so that the level of effectiveness can be interpreted as being used very effectively.

Proposed policies in light of procedures adopted by Palestinian universities during emergency

Higher education in Palestine, as in other countries, suddenly found itself in the middle of the Covid19 pandemic. It was in March 2020 that the government declared the state of emergency and ordered educational institutions on lockdown, replacing oncampus teaching with online teaching. Within almost two weeks, all universities started teaching in the new modality. This research aims to reveal the procedures Palestinian universities resorted to during the emergency, due to Covid19 pandemic; and to propose future policies for the continuity of teaching and learning in times of emergency. The research used two data collection techniques, a questionnaire and interviews. The questionnaire was distributed online to all faculty members at 10 Palestinian universities in the West Bank. It was able to collect 249 responses. Interviews were conducted with three vice presidents for academic affairs. Results showed a diversity of procedures and actions were executed by universities to assist students continue learning, such as the quick decision to switch to eLearning. In addition, universities managed to keep students safely learning at distance; administrative and support departments managed to keep up with their duties. Results also revealed that universities were not adequately prepared for e-Learning as there were no clear and integrated plans and policies, neither they were able to manage learning within the new modality. This study proposes some future policies for universities to follow when adopting and implementing e-Learning: through e-Learning quality control policy; e-Learning assessment policy; and readiness policy in emergencies for universities.

EFL Students’ Perception on E-Learning in Post-Pandemic: Assessment, Learning Outcome, Evaluation & Problem Faced

Online learning has been experienced by students worldwide with benefits and challenges. Even though previous research has been done on the unreadiness of teachers and students, their lack of technological skills, and their lack of autonomy in carrying online learning, more is needed to know about the washback effect of online learning from the perspective of learners. Thus, this research investigates students' assessment, learning outcomes, evaluation, and problems faced. This study described the English Language Education students’ view of the independent assessment, learning outcome, and evaluation of English online learning from the perspective of English Language Education students. The researchers employed a descriptive quantitative approach and a survey method to collect the data. This study included 100 participants using a purposive sampling technique. For data collection, the researchers employed a questionnaire with 33 questions sent via Google Forms and disseminated to WhatsApp groups and an interview. The data were then coded and tabulated using percentage-based basis values. The findings of this study indicated that, first, students' attitudes regarding the independent assessment of e-learning assessment were 85% showing a favorable result. In the meantime, certain lecturers' respondents needed to provide more feedback and were absent from certain lecturers during learning. Second, the student's view of the learning outcome of using e-learning was positive (68%) because the online meeting coincided with the learning process. Third, the students' perspectives on the evaluation of using e-learning fall under the category of the fair. (65%) During the pandemic, poverty has hindered students' access to and involvement in learning. Those who come from economically disadvantaged families cannot provide appropriate resources for online learning. Long-term lack of infrastructure and access will jeopardize educational achievements.

Assessment of E-Learning in Prosthodontics during COVID-19 Pandemic

Background: The goal of this study was to analyze the dental students' and faculty's perceptions of the usefulness of e-learning in prosthodontics during the difficult time of the COVID-19 pandemic. Materials and Methods: A cross-sectional study with a sample size of 213 students and 10 faculty members was conducted at the institutional level. The participants' perspectives on e-learning were formed using prevalidated anonymous questionnaires, one for students and the other for faculty, each including a total of 20 questions, both closed and open ended. The data were examined using SPSS version 24.0 for statistical analysis. Mean and standard deviation were used for descriptive statistics, whereas frequencies and percentages were used for categorical data. Results: The survey participants, students, and instructors all agreed that online classes had certain advantages since they fit better into their schedules. Both students and professors were dissatisfied with the learning quality because the prosthodontics subject is mostly a practical domain that necessitates active demonstrations and debates to master the practical aspects of the subject. Discussion: The results of this study revealed the substantial challenges that teachers and dental students encounter when it comes to e-learning in prosthodontics. These findings can be used to improve students' and faculty's learning experiences, as well as to develop an effective and productive online learning platform. Conclusion: The current study's findings revealed the substantial challenges that dental students and instructors confront when it comes to e learning in prosthodontics. This can then be used to advise the university's dentistry education section in developing an effective and productive online teaching platform aimed at improving students' learning experiences.

Foreign Languages E-Learning Assessment Efficiency and Content Access Effectiveness During Corona Pandemic in University Context

The learning process has many fundamentals; one of them is to assess the outcomes from the process to see to what degree the students benefit from this process, which determines whether or not the goals of education are being met. The Assessment of students' learning from proposed and offered content is another fundamental in the process of education. However, in the era of online teaching, assessing and choosing the appropriate content/ material became challenging. It rendered this process, to an extent, to be problematic due to the challenges that arose from the absence of physical meetings between teachers and students. Therefore, this study examines foreign language E-learning Assessment Efficiency and Effectiveness to access the content in the University context during the Corona Pandemic from the perspective of (154) college students selected randomly from various Jordanian universities. To conduct the study, a questionnaire was developed, and data were gathered and analyzed using SPSS. The survey results indicated that the Efficiency of the electronic Assessment used at universities from the students' perspective ranked high among all disciplines of study, with a mean score of (3.19) and a percentage score of (63.8 percent). Moreover, the Effectiveness of electronic content ranked also high, with a mean of (2.79) and a percentage of (56%). The study revealed that university administration must pay attention to the Assessment methods of foreign language e-learning and distribute its content via well-known channels. In addition, it advised conducting research complementary to the current study.

INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION

This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.Keywords: assessment; e-portfolio; EFL students; perception; writing

Effectiveness of synchronous and asynchronous online learning delivery in developing oral communication competencies

This evaluation study investigates the effectiveness of synchronous (SL) and asynchronous (AL) mode of learning delivery in the development of competencies in Oral Communication among Senior High School students of Engineering (STEM), Business (ABM), and Social Sciences (HUMSS) in a state-run laboratory school. Participants are selected through Stratified Sampling. It compares the extent to which objectives of the course were met, relevance of contents amidst the current context, the effectiveness of instructional delivery, and the difference in the acquisition of competencies among students in SL versus those in AL. It is especially significant as an assessment of distance e-learning is necessary amidst the digital shift in education because of the pandemic. A Course Evaluation Form as well as a Student Self-assessment of Learning were used to gather data. These instruments were validated and checked for reliability, with a Cronbach α of .859 and .871, respectively. The results of data analysis illustrate that at α=0.05: (1) there is no statistically significant difference in the mean evaluation of SL and AL learners as to the extent in which the objectives of the course were met (p=0.109); (2) there is a statistically significant difference in the mean evaluation of the relevance of course content in the current context of the learners (p=0.012); (3) there is a statistically significant difference in the mean evaluation of SL and AL as to the effectiveness of instructional delivery (p=0.013), and; (4) there is no statistically significant difference in mean evaluation of SL and AL learners’ acquisition of competencies in Oral Communication ( p=0.215).

Review of Literatures on E – Learning Assessment with Clustering Method

E-learning has become a reality which it is impossible to ignore now, especially in this break out of worldwide pandemic. The need to know about its concerns, related concepts, types, algorithms, skills, tools, implementation, deployment and evaluation have motivated many researchers. it also seems reasonable to expect that researchers will rate the computer as the greatest invention in human history in terms of facilitating global communication. E-learning assessment is process of assessing teaching and learning activities in the e-learning system. This paper hovers around the review of literatures on e – learning assessment with clustering method. Assessment is one of the integral parts of the educational system all over the world and it plays a vital role in students’ learning progress. This is achieved through different means of assessments which will be added together to achieve effective results in student learning progress. However, it has been observed that students who have undergone e-learning programme just read for grade at the end of the semester thereby lacking learning progress monitoring during the course of study. Most under-graduate and post-graduate modules are fully online but only few numbers of continuous assessment tests (cats) are delivered online. E-learning assessment is a means of assessing students’ learning outcomes in e-learning system and most existing systems are based on summative assessment which assess students only at the end of the semester but this assessment system uses clustering method of data mining and formative assessment mechanism, this will significantly improve students’ learning experiences and achievements. This constructive criticism and insight can be used to create an action plan that moves forward the ability to modify learning behaviors and achieve their learning goals.

Automated Assessment Generation and Student Performance Prediction In E-Learning System

In this project we proposed an automatic student performance and assessment generation models in e-learning using machine learning algorithms. Our proposed model will find out Students performance by using their behavior. Behavioral data like study material searching, video accessing time, and submission dates, assignment marks, question asking behavior etc. will be tracked into the database. In e-learning assessment generation is a very important and time consuming activity for teachers. Therefore to solve this issue we proposed automatic assessment generation model which will use Formal Concept Analysis algorithm. Formal Concept Analysis algorithm will be used to extract knowledge from the question-answers. A Learning Management System(LMS) is an application software that plays a vital role in educational technology. Such software can be designed to augment and facilitate instructional activities including registration and management of education courses, analyzing skill gaps, reporting, and delivery of electronic courses simultaneously.

A Bibliometric Analysis of the Scientific Production of e-Learning in Higher Education (1998-2020)

Studies on E-learning in higher education have been gaining increasing attention from scholars in recent years. To have an overall understanding of these scientific productions of E-learning, a bibliometric analysis was done to conduct a quantitative scientific analysis of 1985 journal articles collected from the Scopus database. All the documents were analyzed through Biblioshiny and VOSviewer software. The results revealed that publications on E-learning increased at an exponential speed with a 26.48% annual growth rate. The International Journal of Emerging Technologies in Learning was the most productive while Computer and Education was considered the most impactful journal based on total citations. Europe and the United States played the leading role by publication quantity and total citations. At the researcher level, Al-samarraie, H. was ranked the top author in terms of both productivity and h-index, while Ebner, M. was the most influential author by total citations. The main themes drawn from the cluster analysis were “distance learning”, “technology acceptance”, “teachers’ professional training and development” and “quality assessment of E-learning”, which confirmed further previous research themes. The limitations of the study and recommendations for future research conclude the paper.

Remote assessment: case study from Ukrainian higher education institutions

This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices.