An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities

Abstract

E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics' intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics' behavioural intention to accept Eassessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept Eassessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.

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

“…Authors in [1] investigated the factors influencing academics to accept Eassessment. They developed a Model of Acceptance of E-assessment (MAE).…”

“…Assessment is one of the basic elements in education at all levels of the university that brings learning outcomes and the qualification achievement journey [1] [2]. Recently, information and communication technology has been used in education at various stages of teaching, so assessment is one of the stages of education that has been improved through the use of information and communication technology [1].…”

“…Assessment is one of the basic elements in education at all levels of the university that brings learning outcomes and the qualification achievement journey [1] [2]. Recently, information and communication technology has been used in education at various stages of teaching, so assessment is one of the stages of education that has been improved through the use of information and communication technology [1]. With the increase in the number of students enrolled in universities around the world, whether the environment is traditional or e-learning, the usual methods of assessment (the physical paper-based test) have become insufficient in terms of time and effort [4].…”

“…The assessment process in the electronic environment is the same as in the traditional method of validity, fairness and flexibility [2]. Therefore, the electronic assessment is carried out to help evaluate a large number of students at the same time to obtain accurate and fast results [1] [11] the electronic assessment is defined as an evaluation that is done electronically, where ICT is employed to conduct the entire assessment starting with presenting, saving and correcting questions, and ending with showing results.…”

“…In addition, direct feedback from the assessment allows the teacher to find students' unclear points and misconceptions. There are some studies which have been conducted to evaluate the effect of computer-based tests [1,3,7,9,11,[13][14][15][16][17][18][19][20]; therefore, the findings of these studies were limited by several factors, including 1) the continuous change in software and hardware technology; 2) Improve test taker's computer skills and knowledge; 3) Difficulty using a randomized controlled study design to provide a direct assessment of the impact of the test format (electronic versus paper) on test-taker performance 4) A wide range of academic levels are assessed; 5) Lack of consistency in the testing environment, such as time allowed, question design, and observation [21][22][23][24][25].…”