A Novel Framework of Success Using of E-Assessment During Corona Pandemic

Abstract

Recently, the concept of e-learning has spread widely in many universities around the world under the current circumstances (the Corona pandemic), which made e-learning in many countries compulsory for all its students in universities in order not to stop the educational process. In light of the great improvement that some countries are witnessing in information and communications technology (ICT) sector and e-learning platforms, it has become very important to pay attention to the electronic assessment (e-assessment) side, which appeared side by side with e-learning systems. This kind of assessment is overcome some of the limitations in the paper-based assessment. One of the advantages of an electronic assessment (e-assessment) is the ability to provide feedback to the student immediately. Most of the universities around the world were providing e-learning to their students as a development option for the education process, on condition that they attend to take the exam in the universities in attendance. But in the Corona crisis, this thing was not possible, especially in subjects that have very large number of students, so (e-assessment) has become a basic option for most universities in order to achieve the principle of social distancing. Therefore, this paper examines the factors that affect academic acceptance of (e-assessment) system.

Considering medical students’ perception, concerns and needs for e-exam during COVID-19: a promising approach to improve subject specific e-exams

“…Medical students’ perceptions and concerns regarding e-exams identified in our pre-exam survey are in line with earlier findings and include, e.g., technical and privacy concerns or inappropriate exam questions [ 8 , 11 , 18–20 ]. However, the six dimensions of the SPEAQ were more negatively rated in the present study compared with the results of Dermo, who delivered the questionnaire to undergraduates at the University of Bradford [ 25 ].…”

“…The remote e-exam was administered by a team consisting of the responsible course coordinator (AZ), an informatician experienced and trained with e-assessments (FS), a didactical professional (JW), and a research assistant (SZ). The e-exam was established in compliance with all legal requirements (Bavarian Remote Testing Regulation, General Academic and Examination Regulation of the TUM, European General Data Protection Regulation (DSGVO)) as well as based on the current literature [ 7 , 8 , 12 ]. Pre-exam survey results from 317 participants were included in the e-exam (preparation) development and implementation while considering existing tools and evidence in the literature.…”

“…The English language questionnaire was initially delivered to 130 undergraduates of different subjects who had taken part in an e-exam (formative or summative) during the 2007–2008 academic year, showing poor to good internal consistency reliability (α = .331-.826) [ 25 ]. In this study SPEAQ was translated into the German language and adapted in accordance with the pre-exam period following the OECD’s current position paper on e-exams [ 12 ] and previous literature [ 7 , 8 , 26 , 27 ] without modifying the existing dimensions and scales. An item universe was generated by our research team and assessed in terms of validity.…”

“…Examinations could also not always be conducted on-campus to comply with hygiene requirements, which especially posed a challenge for large classes with many students. Although online assessment has for years been successively established in higher education across many countries [ 7 , 8 ], most German medical schools continued to hold on-campus assessments. Thus, medical schools were required to abruptly reevaluate their strategies for summative assessment.…”

Immersive Experience during Covid-19: The Mediator Role of Alternative Assessment in Online Learning Environment

“…Additionally, other evaluation techniques used in practice include open-ended inquiries, displays, demonstrations, hands-on experimentation, computer simulation, and portfolios. Given the evidence that authentic alternative assessment is critical for effective online learning, assessment may be implemented via resources, learning tools, motivation, and assessment technologies [40]. Additionally, this indicates that rubrics and student portfolios achieve parity in terms of alternative evaluation in online environments.…”