Analysing the Effects of Assessment and Evaluation Applications and Exam Formats in Distance Education

Toker, Türker; Їлмаз, Ерді Окан

doi:10.52380/ijpes.2022.9.1.691

Cited by 2 publications

(1 citation statement)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, the students were disappointed with the university teachers for not addressing issues such as academic dishonesty. This situation led students to lose interest in an online assessment that is really meaningful in relation to their learning [13]. Although, there is other research on the same topic where university students had a positive perception towards digital assessments, such as the Smart Equation Exam System (SEED), which unlike an online assessment, this is a program where students can detail the steps to solve the proposed exercises and get feedback, especially for students with writing disabilities [14].…”

Section: Introductionmentioning

confidence: 99%

Online assessment and proctored testing through a biometric system. Experiences and challenges of university teachers

Suyo-Vega¹,

Meneses-La-Riva²,

Fernández-Bedoya³

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

View full text Add to dashboard Cite

Currently, online assessments are booming. However, not everything is perfect. It is known that not having the possibility to supervise them has created a dilemma for teachers. The research describes university teacher's experiences with virtual assessments, therefore, investigating biometric systems used as a remote proctoring system that verifies and monitors the student body while taking online exams is important for improving educational processes. The research with a qualitative approach interviewed ten university professors with more than five years of experience. A duly validated interview guide was prepared, meeting the quality criteria, in order to deepen the teachers' answers. The quality criteria included credibility, transferability, reliabilityconfirmability and reflexibility. A mandatory inclusion criterion was to have experience in the use of systems such as Procterizer during online evaluations. The interview guide was distributed in two categories: online assessment and proctored tests. Likewise, a group discussion was held with five education professionals, in such a way that new categories were generated the results indicate that the student body develops multiple dishonest activities, plagiarism, examination with the help of third parties, payment to relatives, strangers, or group mates, who try to cheat to pass a course that they consider demanding. In conclusion, teachers have turned to new ways of controlling online evaluations to reduce the levels of plagiarism and generate the development of competencies in students.

show abstract

Section: Introductionmentioning

confidence: 99%

Online assessment and proctored testing through a biometric system. Experiences and challenges of university teachers

Suyo-Vega¹,

Meneses-La-Riva²,

Fernández-Bedoya³

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

View full text Add to dashboard Cite

show abstract

A Scale Development to Determine University Students' Attitudes to Online Exams Assessment

Arun,

Kahraman Gedik,

Olcay

et al. 2023

Adv Educ

View full text Add to dashboard Cite

Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.

show abstract

Analysing the Effects of Assessment and Evaluation Applications and Exam Formats in Distance Education

Cited by 2 publications

References 17 publications

Online assessment and proctored testing through a biometric system. Experiences and challenges of university teachers

Online assessment and proctored testing through a biometric system. Experiences and challenges of university teachers

A Scale Development to Determine University Students' Attitudes to Online Exams Assessment

Contact Info

Product

Resources

About