Adoption of web-based assessment in higher learning institutions (HLIs)

Abstract

Purpose – The increasing availability of the internet has facilitated the development of web-based tools for the assessment of students’ learning in higher learning institutions (HLIs). However, research reveals that the use of such tools is largely dependent on the attitudes of academic and non-academic staff. Therefore, the purpose of this paper is to investigate those attitudes from the standpoint of Eric Rogers’ (1983, 2003) theory of diffusion of innovation. Design/methodology/approach – This is study of the attitudes of higher education staff members towards web-based student assessment, using Eric Rogers’ theory of diffusion of innovation as a lens. Findings – Promisingly, the survey of staff members in (HLIs) in Tanzania, a developing country, indicates moderately favourable attitudes towards adoption, diffusion and sustained use of web-based assessment of student learning. Originality/value – This is a unique look at HLIs in Tanzania and how staff attitudes are leaning in favour of embracing online assessment technology.

Online Assessment in the Era of Digital Natives in Higher Education Institutions

“…The available ICT integration framework for teachers rarely mentions specific strategies for online assessment in HLIs. In the study by Nangawe (2015) it was revealed that the use of ICT tools in HLIs in Tanzania largely depends on the attitudes of academic and non-academic staff as it was revealed that there was a moderate use of web-based assessment for supporting students" learning. Elsewhere, it has been noted with concern that although online assessment has many advantages, it is rarely used in HLIs due to several challenges which include security issues, lack of institutional e-assessment policies, lack of preparation and experience among instructors to control the e-assessment systems to meet the learning needs for all (Appiah & van Tonder, 2018).…”