Implementation and student perceptions of e-assessment in a Chemical Engineering module

Abstract

This paper describes work carried out at the Department of Chemical Engineering at UCL into the use of e-assessment in a second year module and, in particular, the student perceptions of this mode of assessment. Three quizzes were implemented in Moodle, the first two as formative assessment and the final quiz as summative assessment. The results were very encouraging and practically all students engaged with the process. An online survey was delivered to all students after the module, which showed that the students felt that e-assessment added value to their learning and they would like to see it implemented in other modules. The quizzes were intended to be mainly beneficial to the weaker students as it gave them an opportunity to go over key aspects of the material in their own time. Interestingly, the stronger students were even more in favour of e-learning than the weaker students, for whom the quizzes were originally designed.

Advantages and Challenges of Using e-Assessment

“…Moreover, a survey in Jorden University (JU) and Zayed University (ZU) conducted that 59% from JU and 50% from ZU preferred online exams, while 21% from JU and 43% from ZU liked traditional exams [20]. The Sorensen [21] study indicated that student feel that e-assessment play a role in higher education and it adds a value to their learning. In the University of New South Wales a survey conducted that 92% of the students approved that E-assessment helped their learning [7].…”

“…The paper test consumes time from teacher to correct each paper, but using E-assessment will save the teacher time [7], [8], [14], [15], [19], [21], [22], for example, in Leeds Metropolitan University research they found that E-assessment saved up to £3000 per cohort in staff time. Also, E-assessment helps the teacher to improve the quality of feedback for the students [8], [16].…”

“…Also, university need a timely results to arrange for places for appropriate qualified applicants, this can accrue easily using E-assessment [8]. Moreover, using E-assessment decrease the cost for institution to assess student, as the time is reduced [7], [8], [15], [16], [19], [21], [22]. Furthermore, E-assessment has its own set of security, which providing the questions and unable the student to copy the questions, also, it includes checking identification and password verification to ensure the identity of student [13], [15].…”

Students' Perceptions about Assessment Using an e-Learning Platform

“…Sorenson introduced e-assessment using Moodle Quizzes, including MCQ [2]. Sorenson students' "perceptions were investigated through an online questionnaire and the students were found to be in favor of eassessment" wishing to have "it implemented in other departmental modules.…”

On-line Modules for Energy Balance Courses: Effectiveness Study

“…While all researchers indicate that the addition of online modules results to improve learning outcomes compared with traditional face-to-face instruction [4,5,7,9,11], some [12] point out that weaker students are the ones mostly benefiting from online quizzes. Surprisingly, though, these students are the ones that primarily complain about the extra work load resulting from quizzes [12]. Still, the required work load associated with acquiring certain learning is significantly reduced when online quizzes are used as a learning tool [6].…”