The Reality of E-learning Assessment Practices in Higher Education Institutions

Abstract

The aim of this study was to investigate the reality of e-learning assessment practices in Jordanian universities during the Corona pandemic, as well as the challenges they faced, by investigating Jordanian university students’ attitudes using an electronic questionnaire whose psychometric properties were validated. The measure included four areas: The conduct of controlling online exams, the diversity of its forms and practices, its quality, and the challenges of the online assessment. A total of 312 randomly selected male and female students participated in the study. The results revealed two types of procedures for controlling online exams, namely, controlling the exam characteristics and conditions of its applications. In addition, controlling online exams using the available technical means. It also demonstrated a great diversity in the practices of formative assessment compared to a small diversity in the practices of the final assessment. A prominent level of quality in the characteristics of the questions, their structure, the gradation of their difficulty, and their levels of knowledge was evident. As for the challenges facing online assessment only, they were related to technical, financial technical aspects. The study suggested identifying the available sources for use during the exam, diversifying the type of questions in the final exams, and non-exam assessment in classwork, and focusing on the quality characteristics of the exam to prevent cheating, more than focusing on technical tuning procedures for the virtual environment of the exams.