Digital Exam and Assessments

Abubakar, A. Mohammed; Adeshola, Ibrahim

doi:10.4018/978-1-5225-8476-6.ch013

Cited by 17 publications

(6 citation statements)

References 54 publications

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“…With regards to digital exams and assessments, instructors are mostly worried about students being guilty of academic misconduct and dishonesty (Abubakar & Adeshola, 2019;Dermo, 2009;Mellar, Peytcheva-Forsyth, Kocdar, Karadeniz, & Yovkova, 2018). Without in-person proctoring, instructors face greater difficulty monitoring students during exams and ensuring academic integrity (Fask et al, 2014).…”

Section: Academic Integritymentioning

confidence: 99%

“…It has taken a substantial amount of effort for both students and instructors to become accustomed to the new virtual setting. The advantages of online teaching are evident: 1) it is more approachable for students who have trouble accessing their university campus (Lei & Gupta, 2010); and 2) it is more cost efficient than in-person teaching, apart from the cost of creating or maintaining learning management systems and assessment software (Abubakar & Adeshola, 2019). These two reasons alone will ensure that many programmes and courses will be offered either entirely or at least partially in an online format.…”

Section: Introductionmentioning

confidence: 99%

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A Short Review of Online Learning Assessment Strategies

Amer

Sidhu

Zhao

et al. 2022

International Journal of Pedagogy and Teacher Education

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<p class="Abstract"><span lang="EN-ZA">The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.</span></p>

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Section: Academic Integritymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Short Review of Online Learning Assessment Strategies

Amer

Sidhu

Zhao

et al. 2022

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

show abstract

“…In online mode, this enables teachers to get exposure to new assessment methods (Bennett et al, 2017). This requires thorough training to design online assessment, otherwise it will be highly risky and challenging for the whole education process (Abubakar & Adeshola, 2019). In a developing country like Pakistan where the educational system is already under reform, it suffered badly due to this pandemic.…”

Section: Introductionmentioning

confidence: 99%

Online Assessment in Higher Education During Pandemic Outbreak: Challenges and Effective Practices

Zulfqar¹,

Hussain²,

Shamshad³

2023

IJDEEL

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Educational activities have been shifting to online mode due to school closures during the Covid[1]19 pandemic. Thus, the online mode of education introduces new ways of teaching and assessment. Both formative and summative assessments have been conducted online, which proved to be challenging and ineffective. Educational stakeholders are in trouble due to this transition of education. Considering this very important issue, this research is planned to investigate the challenges and possible effective practices of assessment in higher education. A qualitative research approach was adopted to collect data from university teachers through a semi-structured interview guide. Thirty teachers were involved in this study through convenient sampling techniques. All the collected data were analyzed by adopting thematic analysis techniques. The findings identified the following key challenges for teachers: (a) poor formative assessment due to less participation of students in online classes; (b) poor quality of learning management system and other applications to get connected with students; (c) students cheat during exams and submit plagiarized work. As to exploring effective practices, teachers suggested the following, (a) exams should be based on an open-book strategy but teachers and students should be prepared for this; (b) the university should invest in developing the infrastructure to teach online; (c) the university should develop a policy to handle malpractices of students. The results are also discussed with the help of available research.

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“…For that reason, it is a must to have digital skill development for digital platforms in a teaching and learning atmosphere (Blayone et al, 2018;Habibi et al, 2022). Numerous scholars have advocated the need to develop helpful digital assessment tools that facilitate learner comfort through e-learning (Clarke & Boud, 2018;Jirgensons & Kapenieks, 2018;Abubakar & Adeshola, 2019;Dawson et al, 2019). On the other hand, the effective implementation of e-learning and integration of it with conventional face-to-face teaching and learning are essential to its success (Tarus et al, 201;5 Wut & Lee, 2022).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2023

PROSOC

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Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for teaching and learning in many fields of education compared to the face-to-face classroom environment. The purpose of this study is to explore high school teachers' acceptance to continue teaching through e-learning platforms after COVID-19. Based on the framework of a unified theory of technology acceptance and use of technology, this study investigates the research questions in the context of Lesotho. The study adopted a quantitative approach, with a total number of 300 questionnaires collected from high school teachers. The result was analyzed using composite structural equation modeling. According to the study, instructors' acceptance of e-learning is influenced by several factors, which in turn has a significant impact on teachers' behavioral intentions in Lesotho. As a result of the study, individual challenges associated with using e-learning platforms were identified.

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Digital Exam and Assessments

Cited by 17 publications

References 54 publications

A Short Review of Online Learning Assessment Strategies

A Short Review of Online Learning Assessment Strategies

Online Assessment in Higher Education During Pandemic Outbreak: Challenges and Effective Practices

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