Secondary School Teachers’ Perceptions of the Challenges and Solutions to Online Assessment of Learning

Abstract

<p>The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong

“…Furthermore, applying online proctoring or other high‐technological solutions to prevent cheating may not always be feasible in the K–12 school environment compared to high‐stakes testing (e.g., college admission tests, licensure exams) due to various reasons (e.g., insufficient bandwidth, lack of appropriate infrastructure; Chinyere, 2021). To reduce the risk of cheating in nonproctored online assessments, item formats other than multiple‐choice, as well as items for which a quick online search may not provide an immediate solution should be adopted (Cluskey et al., 2011; Holden et al., 2020).…”

Exploring EFL Teachers’ First Experience with Online Assessment at Mohamed Lamine Debaghine Setif-2 University

“…For students, online assessment provides more control and friendly atmosphere for students (Ridgway, McCusker & Pad, 2004). The immediate feedback provided by teachers help improving learning in general and preparing for exams in particular (Joshi et al, 2020;Chinyere, 2021). Furthermore, online assessment helps increasing students' motivation since it provides flexibility for students to have their examination (Ridgway, McCusker & Pad, 2004;Weleschuk, Dyjur & Kelly, 2019).…”

“…of assessing the speaking skill, technical issues, the difficulty of addressing students' higher order thinking skills, students' anxiety, both teachers' and students' negative perceptions of online assessment and students' lack of commitment and motivation (Kearns, 2012;Alruwais, Wills & Wald, 2018;Chinyere, 2021;Abduh, 2021;Mirza, 2021).…”

“…Empirical research focusing on the different issues of the teachers' perceptions, practices and challenges of online assessment is emerging and expanding (Kearns, 2012;Tuparova et al, 2015;Guangul et al, 2020;Yoestara et al, 2020;Perwitsari et al, 2020;Abduh, 2021;Zhang, Yan & Wang, 2021;Chinyere, 2021;Mirza, 2021;Yuliyanto & Mujtahid, 2021). It has revealed a considerable amount of data concerning the experience of teachers with online assessment.…”

“…Despite the existence of an intensive research (Kearns, 2012;Tuparova et al, 2015;Guangul et al, 2020;Yoestara et al, 2020;Perwitsari et al, 2020;Abduh, 2021;Zhang, Yan & Wang, 2021;Chinyere, 2021;Mirza, 2021;Yuliyanto & Mujtahid, 2021) about teachers' perceptions, practices and challenges of online assessment during the pandemic, the Algerian teachers' case is not well investigated. Therefore, in the context of the shift from face to face assessment to online assessment, and aiming to fill a gap in the literature, the Algerian EFL teachers' situation needs to be explored.…”