Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy

Ninković, Stefan; Lazarević, Tihomir; Adamov, Jasna

doi:10.1080/03055698.2021.1960151

Cited by 14 publications

(9 citation statements)

References 36 publications

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“…The findings showed that organization-led support practices contributed employees to develop self-efficacy. Although there were a few studies on self-efficacy during COVID-19, the scope of these studies is different from ours as these addressed specific issues faced by school teachers (Cattelino et al 2021 ; Ninković et al 2021 ; Rogers Haverback 2020 ) and healthcare workers (Ritchie et al 2021 ; Zhou et al 2021 ). Therefore, the four practices that we have identified provide directions to organizations on the sort of practices effective in promoting employees’ self-efficacy in a crisis, and when they are working from home fulltime.…”

Section: Discussionmentioning

confidence: 88%

Organization support as an antecedent of self-efficacy during the COVID-19 lockdown in Sri Lanka

Wickramasinghe

Mallawaarachchi

2022

SN Bus Econ

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The objectives of this study were to investigate organization support received by employees during the COVID-19 lockdown and its effect on self-efficacy. The study was conducted in Sri Lanka during the COVID-19 lockdown; a sample of employees who performed work in the form of work-from-home responded to the survey questionnaire. The data were analysed using structural equation modelling techniques. The findings led to identify four organization support practices implemented during the COVID-19 lockdown. These were named as work collaboration and coordination, work direction, psychological wellness, and physical wellness. These four practices significantly enhanced the self-efficacy of employees. The findings of the study imply that the traditional theories of social cognitive theory and positive psychology have enduring theoretical resonance to better understand contemporary phenomena with novel applications.

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Section: Discussionmentioning

confidence: 88%

Organization support as an antecedent of self-efficacy during the COVID-19 lockdown in Sri Lanka

Wickramasinghe

Mallawaarachchi

2022

SN Bus Econ

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“…The participants also showed increasing confidence in using online tests/exercises due to the test platform's user-friendliness and their accumulated experience using test tools. Ninković et al (2021) found that teachers' information and communications technology (ICT) self-efficacy positively predicted their creation of online assessment materials.…”

Section: Influencing Factors Through the Lens Of The Tpbmentioning

confidence: 99%

Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time

Zhan,

So,

Sun

et al. 2024

RPTEL

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Few studies have explored primary school teachers’ classroom-based online assessment practices and underlying reasons. To fill this research gap, this study interviewed 48 Hong Kong primary school teachers to understand their online assessment practices and influencing factors when they were obliged to use it in their daily instruction under the influence of the COVID-19 pandemic. The findings revealed that the participants tended to use online tests/exercises for formative purposes instead of summative purposes. In addition, they tried online alternative assessment tasks, such as video or audio recordings, peer assessment and projects, and gave online feedback to students but less frequently than online tests/exercises. The school examination culture and the participants’ perceived limited control over online test fairness may have restricted their summative use of online tests/exercises. Meanwhile, the participants’ perceived positive usage norms, along with their favourable attitudes towards and confidence in using online tests/exercises probably enhanced their formative use of them. In addition, the participants’ perceived neutral usage norms and limited external control of online alternative assessment tasks and feedback seemed to impede their use of them in classrooms.

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“…There is a void in the literature concerning a deeper understanding of the underlying experiences of students’ related to fairness and online assessments during the COVID-19 pandemic. Recent studies have highlighted that more research is needed to understand technology-enhanced assessment (Ninković et al, 2021; Sayyed et al, 2022). Through implementing a phenomenological study, researchers can acquire a profound comprehension of the first-hand experiences of individuals engaged in online assessment during the COVID-19 pandemic.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context

Eltahir,

Annamalai,

Uthayakumaran

et al. 2023

Sage Open

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Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes distributional, procedural, and interaction justice. The study selected participants through purposive sampling techniques. Distributional justice revealed that grading seems fair when students experience multiple assessments, clear rubrics, and effective feedback from lecturers. In distributional justice students experience injustice when there are unclear expectations of assessment. Regarding procedural justice, students’ unfairness was related to limited time, technical problems, and unclear assessment expectations. Interactional justice was related to privacy in communicating grades and weak interaction during the assessment. These results emphasize the importance of understanding the elements that influence students’ views of fairness and methods to improve assessment during online assessment in a university setting.

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Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy

Cited by 14 publications

References 36 publications

Organization support as an antecedent of self-efficacy during the COVID-19 lockdown in Sri Lanka

Organization support as an antecedent of self-efficacy during the COVID-19 lockdown in Sri Lanka

Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time

Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context

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