Attitude towards e-assessment: influence of gender, computer usage and level of education

Bahar, Mustafa; Asil, Mustafa

doi:10.1080/02680513.2018.1503529

Cited by 35 publications

(30 citation statements)

References 44 publications

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“…For many years, the term ""assessment", evaluating the quality of sequences of instructional activities after the sequence was completed (Wiliam, 2011, p. 3), serves two significant purposes: summative and formative assessment (Ismail et al, 2019;Yan & Cheng, 2015). The practice of formative assessment itself can be performed in various ways, including traditional paper-based assessment and assessment using information communication technologies (ICTs), also known as e-assessment (Bahar & Asil, 2018;Stödberg, 2012).…”

Section: E-assessmentmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.

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Section: E-assessmentmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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“…It can influence the learning outcomes, as well as the learning and teaching processes. The development of the technology led to the innovation of the assessment practices; therefore, eassessment systems emerged to support the assessment process, by increasing its efficiency and reduce its costs [11]- [16].…”

Section: Background Of Conceptsmentioning

confidence: 99%

Analysing and Improving Mathematical Formulation of Webavalia: A Self and Peer Assessment Tool

Babo

Fitas

Suhonen

et al. 2020

2020 IEEE Global Engineering Education Conference (EDUCON)

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Recently, Problem-based learning has been increasingly used, and with those practices, self and peer evaluation tasks have gained more importance. This method of learning assists learners in the acquisition of skills and competencies. In order to support self and peer evaluation tasks, there are some different software offers in the market. The ease use of them is demanded since these tasks are an important part of evaluation. With the literature emphasis on the importance of assessment and critical spirit, it arises the possibility to implement formulas to increase the efficiency on the methodology applied and satisfaction of students and teachers. This paper introduces formulation problems about marks weighting in self and peer evaluation. It presents the advantages and disadvantages of different solutions for the formulation and suggestions of adapting them among tools, feedback surveys, and teacher's methods of evaluation. It is also expected that the formulation, which was implemented in the software tool WEBAVALIA, has a great impact on feedback, improving user experience, and both efficiency and flexibility.

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“…Mustafa Bahar from the International Burch University, Sarajevo, Bosnia and Mustafa Asil from the University of Otago, Dunedin, New Zealand ask important question about e-assessments in their paper: 'Attitude towards e-assessment: Influence of gender, computer usage and level of education'. Bahar and Asil (2018) carry out a large quantitative study in a metropolitan university in Turkey. In doing so, they explore a number of important factors, including gender, experience of computer use and level of education.…”

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confidence: 99%

Editorial

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2018

Open Learning: The Journal of Open, Distance and e-Learning

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Welcome to the November 2018 issue of Open Learning. This issue presents a number of interesting perspectives on subjects that are both important and current within the field of Open Distance learning. This issue explores the use of Open Educational Resources (OERs) such as open-source text books, the attainment of learning through MOOCs, online assessment and the use of language within assessment, and international perspectives on learning design.The first two papers in this edition address very similar topics and, to some extent are complementary and could be read together. The first paper is by Virginia Clinton who is from the University of North Dakota and is entitled 'Savings without sacrifice: A case report on open-source textbook adoption' (Clinton, 2018). Virginia's paper describes a large study about the acceptance of an open-source textbook within an undergraduate study. Her study is a careful one; applying the COUP framework (costs, outcomes, use, and perceptions), she compares a commercial textbook with an open-source textbook, providing us with an understanding of attitudes and some insight into how open-source textbooks may be consumed differently by their readers. The second paper is by Caroline Kinskey, Hunter King and Carrie Lewis Miller who are all from Minnesota State University. Kinskey et. al's (2018) paper has the title 'Analysis of Open Educational Resources in Minnesota State Colleges and Universities'. This paper adopts a broader view of OERs and aims to explore the attitudes that students have towards different types of learning materials, which can include open-source text books. As with Clinton's paper, a survey is used and cost is a factor that is highlighted, but other reasons for the resource choice are emphasised.OERs and open-source textbooks are, of course, important themes within Open Learning. These themes are closely linked with another theme, MOOCs, which is explored

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Attitude towards e-assessment: influence of gender, computer usage and level of education

Cited by 35 publications

References 44 publications

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Analysing and Improving Mathematical Formulation of Webavalia: A Self and Peer Assessment Tool

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