Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being

Slack, Hannah Rachael; Priestley, Michael

doi:10.1080/02602938.2022.2076804

Cited by 50 publications

(35 citation statements)

References 44 publications

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“…Furthermore, academic staff need to scaffold online learning and assessment methods in the curriculum, i.e., instructors should break up the learning task into chunks and provide a tool, or structure, with each chunk (Slack & Priestley, 2022).…”

Section: Recommendationsmentioning

confidence: 99%

“…A review of the literature has revealed many studies that revealed the problems associated with online e-assessment during the Pandemic such as cheating, dishonesty and misconduct due to lack of monitoring, lack of time management, feeling overwhelmed and stressed and struggling with technology (Nguyen, Keuseman, & Humston, 2020; Meccawy, Meccawy & Alsobhi, 2021; Montenegro-Rueda, Luque-de la Rosa, Sarasola Sánchez-Serrano & Fernández-Cerero, 2021; Verhoef & Coetser, 2021). Some students reported that online learning and assessment require more effort compared to traditional techniques (Slack & Priestley, 2022). In Australia, more students withdrew from courses in 2020, while fewer students remained enrolled but failed (Lloyd, Sealey & Logan, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Online Exams in Language, Linguistics and Translation Courses During the Pandemic in Saudi Arabia

Al-Jarf¹

2022

JWEEP

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At Saudi universities, there was a sudden shift from face-to-face instruction to distance learning and assessment in March 2020 due to the COVID-19 Pandemic. This study explored the status of online exams in language, linguistics, and translation courses in the first two semesters of the Pandemic (Spring 2020 and Fall 2020). Analysis of faculty surveys and students’ comments on Twitter showed that the main concern of 91% of the students was final exams and passing courses with high grades. Students were worried about the negative effect of online exams on their GPA. Since the students were not familiar with online exams taken via Blackboard, they were anxious and wondered if they would do well. Some cheated on online exams as their cameras were turned off. Numerous adjustments were mandated by university administrations to alleviate students’ anxiety such as allocating 20% of the course mark to the final exam, allowing more exam time, giving projects, open-book exams, term papers, reports, assignments or giving a presentation instead of the final. Some instructors gave easy questions and were lenient in grading to avoid students’ complaints. They gave no essay, just objective questions. The students were given the option to drop the course, to choose a letter grade, pass/fail, i.e., no grade, or to have a course mark included in their GPA. Based on faculty surveys, this study reports challenges of online exams during the Pandemic, design and delivery of online exams, assessment forms and choices, grade inflation issues, and lessons learned and some recommendations.

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Section: Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Online Exams in Language, Linguistics and Translation Courses During the Pandemic in Saudi Arabia

Al-Jarf¹

2022

JWEEP

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“…According to Slack and Priestley (2022), some students find online teaching more demanding, and this results in weaker performances, while other students consider it to be more flexible, resulting in an increase of learning, and thus they give the online formats more favourable assessments. Engelhardt et al (2021) suggest female students outperform male students when shifting from face-to-face face instructions to online learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There are obviously social and individual variations in how students are coping with digital teaching and digital assignments with the open book technique during COVID-19 (Misca & Thornton, 2021). There are obviously different preferences among the students about remote or in-person teaching and, in the choice of assessment formats (Jones et al, 2021;Slack & Priestley, 2022). Some students do not find digital teaching and home-based tests to be attractive.…”

Section: Literature Reviewmentioning

confidence: 99%

Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

Opstad

2022

IER

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The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.

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“…Previous studies related to authentic assessment in Indonesia showed the demand of faculty members to suit assessment system with students' need and technological tools used so that they can design new formula to conduct assessment in more effective and efficient ways (Salirawati, 2021), for example by developing technology mediated authentic assessment using synchronous or asynchronous modes (Sutadji et al ., 2021). Clearly, COVID-19 pandemic has introduced policy to facilitate adaptation, innovation and procedures to conduct online learning and its assessment system (Adedoyin and Soykan, 2020; Slack and Priestley, 2022; Vahdat, 2022).…”

Section: Introductionmentioning

confidence: 99%

Lecturers' perceptions of authentic assessment in times of COVID-19 pandemic: a case of Indonesian universities

Ibrahim

Malik

Avianti

2022

JARHE

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PurposeThe present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment in terms of input, process and output. It also examines the issue through the theoretical lens of authentic assessment following the tenet of a five-dimensional framework (5DF) including assessment task, physical context, social context, assessment result and standard authentic criteria.Design/methodology/approachThe study employed an exploratory sequential mixed-methods design to garner data through qualitative interviews and authentic assessment questionnaires in which 48 lecturers from four universities were involved.FindingsThe study gleaned two important findings. The qualitative data showed that the university teachers enacted the cognitive assessment fruitfully. The study shows that lecturer participants experienced difficulties in integrating cognitive, psychomotor and affective domains into authentic assessment tasks during the teaching and learning process. Additionally, the results of quantitative data support the qualitative data that lecturer participants faced challenges (asking students to demonstrate or perform the tasks) in implementing both social and physical contexts in authentic assessment tasks of online learning during COVID-19 pandemic.Research limitations/implicationsThe present study addresses practical and conceptual implications. Practically, it suggests the need to facilitate the development of lecturers' technological skills to design online authentic assessment in higher education that responds to fully online assessment, such as the prevalence of COVID-19 pandemic. Meanwhile, the study suggests that lecturers need to build their understanding of 5DF theoretical lens which include assessment tasks, physical contexts, social contexts, assessment result and standard authentic criteria to enhance their literacy in enacting authentic assessment.Originality/valueAlthough many studies have investigated the implementation of authentic assessment in higher education, only a few have examined how lecturers perceived online authentic assessment during the COVID-19 pandemic. The present study contributes to developing conceptual and empirical evidence regarding lecturers' perception of the implementation of authentic assessment based on 5DF theoretical lens in higher education settings during the pandemic of COVID-19.

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Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being

Cited by 50 publications

References 44 publications

Online Exams in Language, Linguistics and Translation Courses During the Pandemic in Saudi Arabia

Online Exams in Language, Linguistics and Translation Courses During the Pandemic in Saudi Arabia

Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

Lecturers' perceptions of authentic assessment in times of COVID-19 pandemic: a case of Indonesian universities

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