Perils and promise of online exams

Schultz, Madeleine; Callahan, Damien L.

doi:10.1038/s41570-022-00385-7

Cited by 9 publications

(6 citation statements)

References 9 publications

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“…The practice of online assessment is fundamentally dominated by summative assessment, measuring the overall learning achievement of students ( Guangul et al, 2020 ). Herein, most online assessment platforms are built for one-way interaction where students are presented with assessment tasks and respond to it accordingly ( Schultz and Callahan, 2022 ). These platforms do not allow for more meaningful assessment practices that mimic the classroom environment where teachers can implement assessment as an integral part of learning and teaching processes ( Black and Wiliam, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes.

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Section: Literature Reviewmentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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“…As open-ended questions were employed that asked for proof and justification in answers, students needed to apply their knowledge through analysis and critical thinking. Assessing chemical reasoning not only makes the assessment more authentic, but it can also support diverse groups of students to achieve . The examination was not proctoredstudents had access to the research papers and their lecture notes and could consult other resources such as using a calculator and accessing the Internet.…”

Section: Assessment Of Course Outcomesmentioning

confidence: 99%

“…Assessing chemical reasoning not only makes the assessment more authentic, but it can also support diverse groups of students to achieve. 23 The examination was not proctored�students had access to the research papers and their lecture notes and could consult other resources such as using a calculator and accessing the Internet. A paragraph on academic integrity was included at the start of the examination paper, which was publicized to students ahead of the examination.…”

Section: Summative Assessmentmentioning

confidence: 99%

Research-Led Learning in Action: Development of an Online Chemistry Course for Final-Year Undergraduates

Parsons

Sarju

2023

J. Chem. Educ.

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An online module for final-year master's students has been developed over a 5-year period. The module allows equitable experiences for students studying in person at the University of York, at a university abroad, or undertaking an industrial placement. Distinctively, the module was designed around the use of modern research papers, published by Chemistry at York researchers, as vehicles of information. The approach allowed students to apply chemical principles learned in earlier years of their course to the solution of problems at the forefront of five chemistry specialisms, ranging from atmospheric and environmental, to physical chemistry. Learning objectives included an appreciation of the experimental and analytical techniques used in the research, as well as the development of scientific literacy and critical thinking skills. There was also an opportunity for students to develop communication skills through an optional competition. Staff collaborated with students as partners in the development of course content, as well as establishing student workload, and testing formative assessments. Student attitudes toward the module were monitored, which demonstrated an enthusiasm for the approach and coverage of material. The flexibility to work through the content at their own pace, at a time to suit them, was appreciated by students as a whole and highlighted in disabled students' feedback. Challenges remain in engaging students to learn theoretical courses while wanting to focus on their individual capstone research projects. Assessment of students' problem-solving skills by an in-person or online examination resulted in a consistent examination performance.

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“…Such levels of misconduct are evident across many disciplines, including the fields of business, STEM subjects as well as law fields, for example (Gamage et al , 2020a; Gilmore et al , 2016). This also means that academic staff are under tremendous pressure and are concerned about maintaining the expected standards of the given qualifications as well as communicating ethics and good practices to students (Schultz and Callahan, 2022). Previous studies have highlighted that in terms of subject fields, business students are prone to greater levels of online exam cheating as opposed to STEM students (Lancaster and Cotarlan, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

The dark side of online transition of exams in higher education: a perspective of an emerging nation

Koswatte

Fernando

Jayawardena

2023

VJIKMS

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Purpose Higher educational institutes (HEIs) are experiencing a significant shift towards online education, which has been fast-forwarded with the global pandemic of COVID-19. The forced shift has also exposed many vulnerabilities in online education, especially assessments. The purpose of this study is to investigate the potential dark side of the digital transformation of examinations through the lens of university students. Design/methodology/approach This study involves a sample of 127 university students from the fields of business and science, technology, education and management (STEM) and the key factors affecting student perception were assessed quantitatively to explore the interrelationships. Findings Results revealed that both business and STEM students have a similar impression of the use of online examinations, and the majority still have mixed feelings about them as a replacement for physical examinations. The regrouping of the factors revealed two key dimensions, trustworthiness and apprehensible education, as key areas of student perception in the context of online examinations. Research limitations/implications This study aims to strengthen the understanding of Kolb’s experiential learning mechanism through a discussion on the importance of abstract conceptualization as opposed to concrete experience in the establishment of the online assessment and learning space. Practically speaking, increasing investment in internet infrastructure and forming strategic alliances with important parties, like internet providers, to create uninterrupted network coverage, are an effective place to start if one wants to make sure that the process of moving to online learning is becoming more and more accepted by educators, students, and the general public. Originality/value The online transition to higher education has seen expedited growth since the pandemic and has not given much room for many HEIs globally to adjust. The procedures and techniques implemented take a Western lens, and less attention is given to the emerging context and its context-specific characteristics in such implementation. This study takes the theoretical lens of Kolb and proposes the key learnings for a successful online transition to assessment in emerging contexts.

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Perils and promise of online exams

Cited by 9 publications

References 9 publications

Using social media for assessment purposes: Practices and future directions

Using social media for assessment purposes: Practices and future directions

Research-Led Learning in Action: Development of an Online Chemistry Course for Final-Year Undergraduates

The dark side of online transition of exams in higher education: a perspective of an emerging nation

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