Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Abstract

Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.

The Shift to Online Assessment Due to COVID-19: An Empirical Study of University Students, Behaviour and Performance, in the Region of UAE

“…For example, online assessments are done by students on their own devices at home therefore they cannot be checked upon and so they are more likely to cheat. Internet usage is considered a catalyst for e-assessment cheating [5]. As a result, questions must be prepared so that they cannot be acquired easily from textbooks.…”

An Evaluation Methodology Applied to Trust-Based Adapted Systems for e-Assessment: Connecting Responsible Research and Innovation with a Human-Centred Design Approach

“…The EU-funded Adaptive Trust-based e-Assessment System for Learning (TeSLA) (http://tesla-project.eu) was developed to check student authentication and authorship through a combination of various instruments, such as: facial recognition, voice recognition, keystroke analysis, plagiarism detection and forensic analysis. The findings (Table 4) suggest a broadly positive acceptance of and trust in eauthentication for online assessments by both women and men, with neither group finding the e-authentication tools experienced to be either particularly onerous or stressful (Okada, Noguera et al, 2019).…”

“…• Open access contributes to good research practices and knowledge sharing, as well as allowing others to adopt or adapt their approaches and encourage innovation. Our evaluation model led to a set of publications with open access Okada, Noguera et. al.…”

eLearning Informatics: From Automation of Educational Activities to Intelligent Solutions Building

“…An innovative solution for trust-based and adaptive eAssessment is the TeSLA system that proposes tools for face recognition, voice recognition, keystroke dynamics, forensic analysis, and plagiarism and could be integrated to LMSs like Moodle and Blackboard (Ivanova et al, 2018). A wide variety of assessment activities could be evaluated through the TeSLA system: quizzes, forum participation, blog notes, learning diary, oral presentation, game or simulation task, role-play task, practice in a laboratory with voice explanation, mathematical problems, others (Okada et al, 2019).…”