Use Of E-assessment Research Articles

A 360 View to Academic Program Reviews

This paper presents key findings from a study conducted with several universities in the GCC region regarding their approach and use of e-Assessment within their learning environments. The study identifies key factors that could impact the use and quality of e-Assessment, and describe how those factors could influence forming a consistent and effective approach to employ a long-term e-Assessment approach. Data was collected from several higher education institutions in the GCC region, using an online survey, in-depth interviews with academic administrators, and direct observation. The study identifies six critical factors that may have a direct or indirect impact on forming a consistent and effective approach to employ a long-term e-Assessment approach. Moreover, the study reveals a strong correlation between e-Assessment quality, and the centralization of e-Assessment strategy, e-Assessment administration, and e-Assessment Technology. Received: 3 March 2024 / Accepted: 29 June 2024 / Published: 02 July 2024

Framework for the analysis and comparison of e-assessment systems

The use of technology within the education sector affects many aspects of the learning process, including assessment. Electronic assessment presents many advantages over traditional paper based methods and it is being widely used by teachers and educational institutions. The progressive acceptance and use of e-assessment has resulted in the development of a panoply of e-assessment systems. This paper aims to propose a framework for the analysis and comparison of e-assessment systems, to support the selection of the most suitable assessment instruments. The proposed framework is composed of eight criteria, variety of design options, scalability, security, access and usability, feedback features, personalisation, cost and interoperability, which were overall validated by the viewpoints of educational experts via an online questionnaire.

Assessment Management in Higher Education

This paper presents key findings from a study conducted with several universities in the GCC region regarding their approach and use of e-Assessment within their learning environments. The study identifies key factors that could impact the use and quality of e-Assessment, and describe how those factors could influence forming a consistent and effective approach to employ a long-term e-Assessment approach. Data was collected from several higher education institutions in the GCC region, using an online survey, in-depth interviews with academic administrators, and direct observation. The study identifies six critical factors that may have a direct or indirect impact on forming a consistent and effective approach to employ a long-term e-Assessment approach. Moreover, the study reveals a strong correlation between e-Assessment quality, and the centralization of e-Assessment strategy, e-Assessment administration, and e-Assessment Technology.

Factors Influencing the Use of E-Assessment in Engineering Education During Emergency Remote Teaching: A Qualitative Approach

The study aims to investigate engineering education instructors' observations and experiences with e-assessment challenges during the COVID-19 pandemic's Emergency Remote Teaching (ERT) period. The study employed a focus group discussion method with a criterion sample of seven instructors from engineering education in a higher education institution. The data gathered was transcribed and analyzed using thematic analysis, which revealed four major themes: benefits, challenges, different types of remote assessment, and recommendations and guidelines for future better practice. The study's findings offer insights into the challenges faced by engineering education instructors during the ERT period, as well as recommendations for future better e-assessment practices.

ASSESSMENT OF BETAWI DANCE PRACTICE LEARNING E-ASSESSMENT BASED

“Merdeka Belajar Kampus Merdeka” (MBKM) is a policy that prepares students ready for use in various joints of life, thus demanding the competence of students and educators in using and utilizing technology in learning. One of MBKM's policies is a student exchange that is converted to 20 credits. Students are given the authority to take courses at various colleges relevant to the field of science and graduate access. Under this policy, a number of courses that have been converted to the MBKM requirement are of concern, especially in the process of learning and assessment. E-assessment used in assessing the learning process of dance practice courses can be a solution, so that students are monitored and evaluated in their learning progress. E-assessment is applied in Betawi dance courses taught at UNJ and UPI Bandung. Research methods use R&D at the system development stage to obtain input so that the evaluation system on e-assessment can be used easily and measurably. The use of e-assessment is expected to make it easier for lecturers to monitor learning outcomes and convert the values acquired by students.

E-Assessment: Character of Students in Elementary School

This study aims to determine the teacher's response to the use of e-assessment of character in elementary school students; knowing the results of the assessment of the character of love for the homeland, tolerance, and discipline; comparing the results of character assessment in three schools, knowing the validity and feasibility of e-character assessment. This research is a research & development research using quantitative data and qualitative data. The research sample consisted of 55 students at SD Negeri 034/I Teratai, 58 students at SD Negeri 045I Sridadi, and 61 students at SD Negeri 064/I Muara Bulian obtained by purposive sampling technique. The data collection technique uses a love of the homeland, tolerance, and discipline questionnaire. Analysis of quantitative data using descriptive statistics and inferential statistics in the form of one way ANOVA test, post-hoc further test in the form of Tukey HSD test and qualitative data using the Miles and Huberman technique. The results showed that teachers have a very good response to the use of e-assessment. The developed e-assessment product is in the very good category so it is feasible to use

E-assessment in mathematics in higher education: a student perspective

Assessment is among the inevitable components of a curriculum and directs students’ learning. E-assessment, as prepared and administered with the use of ICT, provides opportunities to make the process easier in some aspects, but also brings certain challenges. This paper presents an e-assessment framework from a student perspective. Our study lasted for one academic year and incorporated a total of 631 students’ responses to questionnaires conducted three times in two different mathematics courses. The courses are compulsory for undergraduate informatics students. The research included a three-step factor analysis: two exploratory factor analyses and a confirmatory factor analysis. It yielded a model of a student perspective on e-assessment consisting of four factors: Transparency and fairness of assessment, Formative and summative assessment and feedback, Meaningful use of technology in assessment and Difficulty of learning outcomes. The students’ opinion about the use of e-assessment was generally positive. The students appreciated the student-centred approach based on sound pedagogical alignment of all teaching and learning elements with assessment. They found it important that technology should not distract students during assessment tasks and considered cheating in a controlled e-assessment environment to be no more frequent than in face-to-face assessment.

Online assessment vs Traditional assessment: perception of medical teachers in a tertiary level teaching hospital in South India

The use of e-assessment has increased in higher education over the last two decades, which means that medical teachers are required to work by adapting to the increasing usage of technology. Because of the automated marking and feedback, online tests are viewed as highly efficient, fast, and reliable. The online assessment was not used for formative/summative assessment except in fewer renowned institutions in our country. But it had increased recently in all educational setups because of the COVID-19 pandemic. This study aims to know the perception of preclinical faculty on the advantages and disadvantages of using online internal assessment when compared to the traditional method. A cross-sectional survey was done using Google form with standard and validated questionnaires with Likert scale scoring (1- strongly disagree, 2- disagree, 3- neutral, 4- agree, and 5- strongly agree) for preclinical medical faculty to assess their perception of online vs traditional assessment method. The result was analyzed by descriptive statistics. Out of 45 responses, only 50% were competent to handle the online assessment, but the other 50% were confident though not competent due to lack of training. 96% of faculty agreed that paper correction load is reduced in online aptitude tests. But nearly 40% agreed that aptitude tests can assess only the student’s knowledge in the cognitive domain. In our study, we found that not all the faculty preferred to switch from the conventional method. However, they show their willingness to adopt a blended teaching and assessment method.

Theoretical model of investigating determinants for a successful Electronic Assessment System (EAS) in higher education.

Electronic assessment (e-assessment) is an essential part of higher education, not only used to manage a large class size of students’ learning performance and particularly in assessing the learning outcomes of students. The e-assessment data generated can not only be used to determine students’ study weaknesses to develop strategies for teaching and learning, but also in the development of essential teaching and learning pedagogies for online teaching and learning. Despite the wider adoption of Information and Communication Technology (ICT) technologies due to the COVID-19 pandemic, universities still encountered numerous problems during the transformation to electronic teaching as most educators struggled with the effective implementation of the Electronic Assessment System (EAS). The successful launch of EAS relied heavily on students’ use intention towards the new and unfamiliar electronic system, which was actually unknown to the project managers of EAS. It is therefore important to understand students’ views and concerns on EAS and the proactive measures taken by universities to enhance students’ acceptance and intention of usage. Although most studies investigate students’ acceptance of online learning, there is still little research on the adoption of e-assessment. In this regard, we propose to develop a theoretical model based on students’ perceptions of EAS. Based on the Technology Acceptance Model (TAM) and a major successor of TAM, an electronic assessment system acceptance model (EASA model) is developed with key measures including system adoption anxiety, e-assessment facilitation, risk reduction amid, etc. The data is obtained through a survey among current students at a local university, and structural equation modeling (SEM) is applied to analyze the quantitative data. This study has a significant impact on improving educators’ use of e-assessment in order to develop essential online teaching and learning pedagogy in the future.

Evaluating the use of e-assessment in a first-year pure mathematics module

Abstract This article presents the findings of a case study that introduced online quizzes as a form of assessment in pure mathematics. Rather than being designed as an assessment of learning, these quizzes were designed to be an assessment for learning; they aimed to academically support students in their transition from A-Level mathematics to university-level pure mathematics by providing an extrinsic motivation to engage them with their learning material early on and to emphasize the small details within proofs, such as defining notation, which are not necessarily emphasized by written homework assignments. The results obtained during the 2-year study using online quizzes show e-assessment to be a powerful complementary tool to traditional written homework assignments.

Use of E-Assessment to Support Assessment of Economic Learning during the Covid-19 Pandemic

<p class="TableParagraph"><em>The closure of schools, not only disrupts teaching for students around the world but also affects assessments and causes many exams to be postponed or canceled. The purpose of this study was to determine the e-assessment media used and the barriers for teachers to carry out assessments of economic learning in secondary education units in Indonesia during the Covid-19 pandemic. This research uses descriptive analysis method. The results showed that 59.1% of teachers used google classroom as a medium for assessment and the rest used other applications in the learning assessment process. The obstacles faced include geographical conditions, device specifications, and the level of student activity. The use of this application is tailored to the needs and abilities of teachers and students in combining technology and student assessment needs.</em></p>

Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers\u2019 perspectives

Student authentication and authorship checking systems are intended to help teachers address cheating and plagiarism. This study set out to investigate higher education teachers’ perceptions of the prevalence and types of cheating in their courses with a focus on the possible changes that might come about as a result of an increased use of e-assessment, ways of addressing cheating, and how the use of student authentication and authorship checking systems might impact on assessment practice. This study was carried out within the context of the project TeSLA (an Adaptive Trust-based e-assessment System for Learning) which is developing a system intended for integration within an institution’s Virtual Learning Environment (VLE) offering a variety of instruments to assure student authentication and authorship checking. Data was collected at two universities that were trialling the TeSLA system, one in Turkey, where the main modes of teaching are face-to-face teaching and distance education, and one in Bulgaria, where the main modes of teaching are face-to-face teaching and blended learning. The study used questionnaires and interviews, building on existing TeSLA project evaluation activities and extending these to explore the specific areas we wished to examine in more depth.In three of the four contexts cheating was seen by teachers as a serious and growing problem, the exception was the distance education context where the teachers believed that the existing procedures were effective in controlling cheating. Most teachers in all four contexts expected cheating to become a greater problem with increased use of e-assessment. Student authentication was not seen as a major problem in any of the contexts, as this was felt to be well controlled through face-to-face proctored assessments, though the problem of assuring effective authentication was seen by many teachers as a barrier to increased use of e-assessment. Authorship checking was seen as a major issue in all contexts, as copying and pasting from the web, ghost writing and plagiarism were all reported as widely prevalent, and authorship checking was seen as becoming even more important with increased use of e-assessment. Teachers identified a third category of cheating behaviours, which was the accessing of information from other students, from written materials, and from the internet during assessments.Teachers identified a number of approaches to addressing the problem of cheating: education, technology, assessment design, sanctions, policy, and surveillance. Whilst technology was not seen as the most important approach to prevention, student authentication and authorship checking systems were seen as relevant in terms of reducing reliance on face-to-face proctored examinations, and in improving the quality of assessment through supporting the employment of a wider range of assessment methods. The development of authorship checking based on computational linguistic approaches was an area of particular interest. Student authentication and authorship checking systems were not seen as being able to address the third category of cheating behaviours that the study identified.

Validating Factors That Impact the Acceptance and Use of e-Assessment among Academics in Saudi Universities

As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment developed to address some of the limitations and problems of a paper-test. In last the 10 years, E-assessment has improved in developed countries such as UK. In contrast, in Saudi Arabia, one of the developing countries, less attention is still paid to accept and use of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. This paper aims to investigate the factors that has an effect on academics use of E-assessment in Saudi universities. Last study by Alruwais et al. [1] has developed the Model of Acceptance and Usage of E-assessment (MAUE) that has derived from the Decomposed Theory of Planned Behaviour model (DTPB), other theories and models, which investigate the user acceptance and use of ICT, and other related studies. The model consists of the following factors: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control factors (self-efficacy, resource facilitating conditions, and IT support). Age and gender are also included to the proposed model as moderating factors. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. In order to refine these factors, interviews were conducted with experts. The results of the interviews show that attitude, subjective norms and perceived behavioural control and its related sub-factors have an influence on academics’ intention to use E-assessment. However, experts suggested removing gender and keeping age as a moderating factor. Furthermore, the experts recommended adding awareness of E-assessment as a sub-factor under the attitude factor and including the availability of a security system in the resource facilitating conditions sub-factor.

E-assessment: challenges to the legitimacy of VET practitioners and auditors

This research examines what practitioners in vocational education and training (VET) organisations and external auditors judge to be the key issues in the current and future use of e-assessment. Applying the framework of legitimacy theory, the study examined the tensions around the use and growth of e-assessment in training organisations, and challenges to both training bodies and auditors around their legitimacy to operate. Forty-eight interviews, 10 focus groups and 2 industry workshops were completed with practitioners and auditors who had in-depth experience in e-assessment and audit practices. Results revealed tensions between training providers and auditors around the current validity, authenticity and security of e-assessment. However, there was also strong agreement between the groups about the practical steps for resolving these tensions between auditors and VET institutions.

E-assessment: Past, present and future

This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students’ own homes. Systems have been developed by universities, companies and as part of virtual learning environments. Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems (‘clickers’) in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning. More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for short-answer questions are discussed. Computer-adaptive tests use a student’s response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peer-assessment and assessed e-portfolios, blogs, wikis and forums. Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

The experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course

ABSTRACTThis article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment.

IDENTIFYING FACTORS THAT AFFECT THE ACCEPTANCE AND USE OF E-ASSESSMENT BY ACADEMICS IN SAUDI UNIVERSITIES

As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment has developed to address some of the limitations and problems of a paper-test. In last the10 years, E-assessment has improved in developed countries such as the UK. In contrast, in Saudi Arabia, one of the developing countries, less attention has been paid to the usage of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. Consequently, we investigate the factors that impact on academic’s use of E-assessment in Saudi universities. In order to examine these factors, the Decomposed Theory of Planned Behavior model (DTPB) is adopted with slight modification. Age and gender are added to the proposed model as moderating factors that affect attitude, subjective norms and perceived behavioral control. IT support is also added as a sub-factor under perceived behavioral control and technology facilitating conditions are included under resources facilitating conditions. Keywords : E-assessment, E-exam, electronic exam, online exam, online assessment.

Teachers’ Attitudes Towards the use of E-assessment – Results From a Survey in Bulgaria

In this study we perform the results from a survey conducted among teachers of Mathematics, Computer science (Informatics) and Information technology (ICT) in Bulgarian schools concerning methods and technological tools for competencies assessment. The obtained results confirm the necessity of developing suitable ICT-based tools for competency assessment – such as simulation-based objects, game-based objects, popularisation of existing technological decisions as well improving teachers’ competencies and skills in implementing contemporary and various tools for assessment of competencies.

Implementation and student perceptions of e-assessment in a Chemical Engineering module

This paper describes work carried out at the Department of Chemical Engineering at UCL into the use of e-assessment in a second year module and, in particular, the student perceptions of this mode of assessment. Three quizzes were implemented in Moodle, the first two as formative assessment and the final quiz as summative assessment. The results were very encouraging and practically all students engaged with the process. An online survey was delivered to all students after the module, which showed that the students felt that e-assessment added value to their learning and they would like to see it implemented in other modules. The quizzes were intended to be mainly beneficial to the weaker students as it gave them an opportunity to go over key aspects of the material in their own time. Interestingly, the stronger students were even more in favour of e-learning than the weaker students, for whom the quizzes were originally designed.

An e-assessment approach for evaluation in engineering overcrowded groups

The construction of the European Higher Education Area has been an adaptation challenge for Spanish universities. New methodologies require a more active role on the students' part and come into conflict with the previous educational model characterised by a high student/professor ratio, a lecture-based teaching methodology and a summative assessment. The use of computers is a key factor to face this situation. In previous works, the authors found that e-assessment was a helpful tool for the diagnostic and formative assessment of mechanics in engineering when working with large groups. The aim of this work was to put forward a global proposal for the assessment of mechanics in engineering with overcrowded groups based on the use of e-assessment in all the diagnostic, formative and summative stages of the assessment process and, in particular, to analyse the extent to which e-assessment could successfully replace the traditional assessment of mechanics in engineering. Sixty students participated in an experiment by answering both a computer multiple-choice e-test and a traditional paper-based problem-solving examination. The results obtained by comparing the two assessment methodologies highlight the idea that both can be considered alternatives from a global perspective, as a significant correlation was observed between the global grades obtained through both tests. However, no equivalent assessment of specific competences was observed, which could be attributed to the fact that the tests evaluated different aspects of the same learning outcome. This work proposes a new assessment approach that considers a combination of traditional and computer-based online activities to achieve a more complete and fair students' evaluation. Furthermore, the new proposal implies a considerably lighter workload for lecturers.