Implementation of E-assessment in Higher Education

Abstract

The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

1st Symposium on Advances in Educational Technology: Outlook

“…The comprehensive analysis has revealed some predicaments the course designer has to cope with, for example lack of background knowledge in the specific domains or significant difference in the level of English language proficiency within one class. This article highlights further research by the authors, begun in [146,240,242]. The problem of improvement of educational technologies in connection with the revealed problems, aggravated in the conditions of COVID-19, is considered in the article "Ensuring the effectiveness of e-learning based on online technology analysis of factors influencing the cognitive independence of students" [133] by Evgeniy A. Lavrov, Viktoriya G. Logvinenko (figure 66), Viacheslav V. Osadchyi, Olga Ye.…”

Development of an electronic system for remote assessment of students' knowledge in cloud-based learning environment

“…The assessment of students' academic achievements is understood as a system of indicators that reflect their objective knowledge and skills, that is this process can be considered as determining the degree of acquisition of knowledge, skills and achievements in accordance with the requirements of the curriculum [21].…”

“…However, even before the COVID-19 pandemic, the benefits and strategic directions of using e-assessment were discussed in the works of Alruwais, Wills and Wald [1], Arend [2], Crisp [6], Guàrdia, Crisp and Alsina [11], Shalatska et al [22].…”

Implementation of E-exams during the COVID-19 pandemic: A quantitative study in higher education

“…Moreover [18], referred to significant processes when implementing e-assessment in higher education: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide a knowledge base for operating e-tests, etc. From the other side [19], pointed out that there are eight criteria for developing and implementing electronic tests, including development and implementation of design options, scalability, security, accessibility, and usability.…”