Adaptive e-Assessment System: A General Approach

Bañeres, David; Baró, Xavier; Rodríguez, M. Elena

doi:10.3991/ijet.v11i07.5888

Cited by 16 publications

(17 citation statements)

References 20 publications

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“…To reduce plagiarism and cheating in online assessment, a trust‐based system for e‐authentication which combines various instruments will enable high quality assurance. The perceptions and needs of distinctive users involved in this process through a RRI approach (Von Schomberg, ) must be taken into account to increase trust of e‐authentication systems (Baneres, Baró, Guerrero‐Roldán, & Rodríguez, ; Okada et al ., ).…”

Section: Final Remarksmentioning

confidence: 99%

e‐Authentication for online assessment: A mixed‐method study

Okada

Whitelock²,

Holmes³

et al. 2018

Brit J Educational Tech

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Authenticating the students' identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e-authentication systems across distinctive end-users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of eauthentication systems would increase trust on e-assessment, and to extend, whether students' acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). Evidence from mixed-method analysis suggests a broadly positive acceptance of these e-authentication technologies by distance education students. However, significant differences in the students' responses indicated, for instance, that men were less concerned about providing personal data than women; middle-aged participants were more aware of the nuances of cheating and plagiarism; while younger students were more likely to reject e-authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs.

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Section: Final Remarksmentioning

confidence: 99%

e‐Authentication for online assessment: A mixed‐method study

Okada

Whitelock²,

Holmes³

et al. 2018

Brit J Educational Tech

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“…Partners applied a student-centred pedagogical approach (Baneres, Baró, & Guerrero-Roldán, 2016;ESG, 2015) for the e-assessment activities using TeSLA instruments. The assessments were designed to allow the students to reveal their skills and understanding of the different knowledge domains to the best of their abilities.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Okada¹,

Noguera²,

Alexieva³

et al. 2019

Brit J Educational Tech

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Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.

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“…As a result, the feedback from the teacher to the student is of great importance, especially, when it is necessary to give a detailed and timely review, but it is a lengthy process. The solution of the problems in the field of electronic assessment of students is given in the works of Baneres, Baró, Guerrero-Roldán, & Rodriguez (2016); Khlifi & El-Sabagh (2017).…”

Section: Discussion Issues Of the Use Of Smart-technologiesmentioning

confidence: 99%