Online Summative Assessments Research Articles

Proctoring as a human substitution for online summative assessments in a comprehensive open distance e-learning institution: Opportunities and obstacles

At a comprehensive open distance e-learning (CODeL) university in South Africa, assessment practices were converted and offered online during and post COVID-19. Innovative proctoring methods were applied to secure the authenticity of online summative assessments. However, the use of such proctoring tools to ensure ethical behaviour of students during summative assessments remains questionable, as these tools are not infallible. A qualitative approach was applied to explore ways in which online proctoring tools can contribute toward ensuring authentic summative assessments. Through the application of collaborative autoethnography, the researchers obtained insight into opportunities and obstacles that may influence the effective use of online proctoring tools to support summative assessment activities. Findings indicate that students would go to great lengths to consult unauthorised material and share answers during summative assessments. Therefore, to enhance perceptions of ethical conduct in higher education, it is recommended that ethical principles are expanded through extended training and guidance with revolutionised proctoring technologies.

The effects of privacy-non-invasive interventions on cheating prevention and user experience in unproctored online assessments: An empirical study

Preventing cheating without invading test-takers’ privacy in high-stakes online summative assessments poses a challenge, especially when the assessment is remote and unproctored. We conducted a between-subjects experiment (N = 997) in a realistic online test simulation to investigate the effects of three privacy-non-invasive anti-cheating interventions (honor code reminder, warning message, and monitoring message) on cheating prevention from a user-centered perspective. The quantitative results indicated that, compared to a control condition, displaying a honor code reminder during an online test worked best in lowering the odds of cheating. None of the interventions affected user experience and test-taking self-efficacy significantly. Further open-ended questions revealed that interventions can cause distraction which in turn could potentially evoke negative emotions. The decision to cheat was influenced by the extent to which interventions conveyed that cheating is wrong and also by test-takers’ perception of getting caught if they cheated. We derived recommendations for a fair and cheating-preventive unproctored online assessment for researchers and practitioners.

Exploring the effectiveness of continuous online summative assessment in a vocational stem course

There is limited research on continuous summative assessment and its benefits for students and teachers. The development of online tools that reduce teacher workload has enabled further research that can be conducted in real educational settings. The findings presented in this paper are intended to help expand understanding of the positive impact of intensive continuous online summative assessments on students. Design-based research (DBR) was used as the methodology for the research presented. The parameters of the experiment were modified during the experiment according to the DBR approach and were based on the feedback received from students and teachers during the experiment. Three successive generations of vocational undergraduate students participated in the experiment (88 students in total). The results of the experiment show that the introduced intensive continuous online summative assessment motivated students during the semester and consequently led to more students achieving learning outcomes. It can be concluded that intensive continuous summative assessment, when implemented online, can have positive effects on the process of achieving learning outcomes. If implemented properly, it can help teachers and students continuously adjust their activities during the semester to meet the specific needs of the teaching and learning process.

Exploring differences and relationships between online formative and summative assessments in Mississippi career and technical education

PurposeThis study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.Design/methodology/approachThis study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.FindingsThe results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.Originality/valueThese results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

If at first you do not succeed: student behavior when provided feedforward with multiple trials for online summative assessments

ABSTRACT Best practices suggest that timely, actionable feedback is provided with the option to apply the feedback. We used a learning management system to deliver assessments with automatic feedback provided at the conclusion of the assessment, allowing for multiple attempts in order to apply the knowledge gained. Questions were pooled so each attempt was unique, the highest score earned was awarded, with no penalty for failure to use multiple attempts. We found that students who did not earn an A on their first attempt were more likely to try again. Those that did tended to score better on their second attempt. This leads us to conclude that assessment design with multiple attempts that incorporates feedforward influences student behavior. Future work will include additional STEM general education courses in a broader study and a survey of student opinions regarding the utility of the feedback and the option for multiple attempts.

The effect of online summative and formative teacher assessment on teacher competences

This study investigated the effect of online summative and formative assessments on 30 Iranian English as foreign language teachers’ teaching competences. Everything being equal in terms of participant homogeneity and classroom video-based teacher induction for 21 sessions, significant differences in teaching competence improvements on three assessment interventions were sought using pretest/posttest time series design. The assessment interventions included online summative assessment (teachers receiving online feedback after their classroom observation), teachers online portfolio writing formative assessment (teachers receiving feedback after content analysis of their portfolios) and online collaborative discussion formative assessment (ECDF) (teachers’ receiving feedback in the discussion forum). Classroom observation, content analysis of e-portfolios, and log analysis of ECDF were used to code indicators of teacher competence improvements according to a scoring schema to fill teacher balanced score card (TBSC). The teacher competences were measured on TBSC in pre- and post-assessment interventions. The results of Paired sample t test and ANCOVA (analysis of covariance) indicated improved teacher competences across all-time series measures. Comparatively, teaching competences were more affected in ECDF assessment intervention where collaborative reflection and feedback were exchanged. Implications for education practitioners were provided and suggestions were offered for further research in the light of the limitations of the study.

Comparative effect of online summative and formative assessment on EFL student writing ability

This study investigated the effect of online summative and formative assessments on 130 Iranian English as foreign language (EFL) junior university students' writing ability. Three assessment interventions in writing performances of participants were investigated in 27 sessions using pretest/posttest time series design. The interventions included online summative assessment and online portfolio writing assessment conducted individually and online collaborative formative assessment. Data were collected from students' individual writing in both online summative and portfolio formative assessments as well as collaborative writing in online collaborative formative assessment in e-writing forum. The writing performances were assessed using International English Language Testing System (IELTS) rating scale. Paired sample t-test and analysis of covariance results indicated improved writing ability in all interventions and highest significant enhanced writing in online collaborative writing assessment intervention. The results imply that using engaging technology and techniques along with appropriate assessment strategies is a powerful way of making learning efficient.

Online quizzes for distance learning of mathematics

In this article, the use of formative and summative online quizzes within a distance learning introductory mathematics module at the UK Open University is described. The rational for introducing such quizzes is outlined, together with how the quizzes are embedded within the module. The use of the quizzes by students is analysed, in terms of the number of attempts made and when they occur, and the results achieved. It is found that the number of online summative assessments closely matches the number of submissions of written assignments, and that the marks are strongly correlated. The usage of formative quizzes was lower than that of the summative assessments, but they do seem to be appreciated by students who use them, and they are used in preparation for the summative assessments.

Students' evaluation of the use of online summative assessment on an undergraduate financial accounting module

AbstractAccording to the Quality Assurance Agency, ‘Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills’, and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. E‐assessment offers opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006–07 and 2007–08 where a series of online summative assessments were introduced into a 1st‐year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement.

The use of on-line summative assessment in an undergraduate financial accounting course

According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education . < http://www.qaa.ac.uk />. Accessed 14.03.2007] “Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills” and is inextricably linked to a course or programme’s intended learning outcomes. Assessment also has a fundamental effect on students’ learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided assessment (CAA) offers an option for “sustainable assessment” and provides opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line summative assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.

Comparing Online and Offline Administration of Multiple Choice Question Assessments to Psychology Undergraduates: Do Assessment Modality or Computer Attitudes Influence Performance?

Recent interest in and use of online assessments across a range of disciplines has raised a number of issues relating to student perceptions and performance when using this medium. The validity of such online tests is a crucial consideration, especially if they are to be used for summative as well as formative assessment. The current study examined higher education students' performance on online assessments which they were required to take as part of an undergraduate psychology course. The marks obtained by students required to take the same multiple choice question (MCQ) assessment online and offline (in pen-and-paper format) were compared, and relationships between performance and computer anxiety and computer engagement measures were explored. The results indicate minimal influence of assessment modality, computer anxiety and computer engagement on MCQ test scores, with only very small and non significant effect sizes being observed overall. No evidence of any significant relationships between gender and age and computer attitudes was observed. To conclude, the results provide promising initial support for the use of online summative assessments in contexts similar to the one used here, allaying some concerns about disadvantaging certain groups of students. However, further research is needed to explore possible performance differences across different contexts, assessment types, and student cohorts.