E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

Sa’di, Rami A.; Abdelraziq, Ahmad; Sharadgah, Talha A.

doi:10.24093/awej/covid.3

Cited by 10 publications

(2 citation statements)

References 34 publications

(47 reference statements)

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“…Engaging in emergency remote assessment during COVID-19 was important to measure student learning due to its convenience and adaptability (Kundu and Bej, 2021;St-Onge et al, 2022). However, student learning is affected when there are difficulties and a lack of preparedness in adopting new technology to support students during remote learning (García-Peñalvo et al, 2021;Kundu and Bej, 2021;Sa' di et al, 2021).…”

Section: Conclusion and Implications For Policy And Practicementioning

confidence: 99%

Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19

Baidoo-Anu,

Asamoah,

Quainoo

et al. 2023

Front. Educ.

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Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 25 teacher educators from 15 teacher training institutions in Ghana who participated in online teaching during COVID-19 school closure. The findings show that teacher-centered approaches to assessment dominate emergency remote assessment practices of teacher educators. Hodgepodge grading and general feedback were more prevalent during remote assessment. Teachers were also found to randomly select a few students to provide individualized feedback due to the large class size. Challenges including limited knowledge of the use of the online teaching platform for assessment, inadequate professional training and access to technological resources, and concerns about academic dishonesty were reported. However, teachers reported that their involvement in abrupt remote teaching and assessment has been a learning opportunity for them to develop new skills, which is imperative for their professional development.

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Section: Conclusion and Implications For Policy And Practicementioning

confidence: 99%

Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19

Baidoo-Anu,

Asamoah,

Quainoo

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Before this, online learning modalities were less common and primarily designed for distance and online education [1]. In higher education, only 20% of these formats were properly implemented [2]. These changes were made in an effort to promote innovation in a variety of online learning platforms (OLPs).…”

Section: Introductionmentioning

confidence: 99%

Language Teacher’s Experience and Preference toward Online Learning Platforms during the COVID-19 Pandemic

Gebremariam

2023

Education Research International

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The COVID-19 pandemic compelled the educational sector to act quickly, resulting in the adoption of replacement online learning platforms (OLPs) to keep the educational system running throughout the crisis. This study explored how language teachers in Ethiopia are prepared in terms of their experience and preference toward OLPs. To achieve this goal, data were collected from 203 participants (aged 22–46, including 81 males and 122 females) using a self-perceived questionnaire. The data was then analyzed using descriptive statistics, including means and standard deviations, and inferential statistics, including ANOVA tests, to determine the teachers’ experiences and preferences toward OLPs. The mean score of the teachers’ experience findings revealed a score of 3.406 out of a five-point Likert scale, and the preference subdimensions mean scores ranged from 3.164 to 3.476. The ANOVA findings revealed that, in the mean scores of language teachers’ experience toward OLPs ( p > 0.05 ) and preferences toward OLPs, there were statistically significant differences for video streaming platforms ( p > 0.05 ), digital reading materials platforms ( p > 0.05 ), and mixed OLPs ( p > 0.05 ). Regarding the statistically significant correlation between language teachers’ experiences and preferences (LTEP) toward OLPs (except between video streaming platforms and digital reading materials platforms (r = −0.011, p = 0.878 )), there was a statistically significant impact. Post hoc results showed, however, that there was no statistically significant correlation between language teachers’ preference dimensions. To summarize, Ethiopian language teachers preferred video streaming platforms and mixed OLPs over digital reading materials platforms. Moreover, further research into the LTEP toward OLPs in various ecological aspects is required.

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Fairness in assessment practices in online education: Iranian University English teachers’ perceptions

Azizi

2022

Lang Test Asia

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Although fairness in assessment practices (APs) in traditional classes has gained noticeable attention in recent years, it has remained unexplored in online education (OE). Thus, this study explores Iranian university English teachers’ perceptions of fair APs in OE. For this purpose, 21 university English teachers from Lorestan University and Ayatollah Borujerdi University, Iran, were selected using a purposive sampling method. They were invited to express their conceptions of fair APs by completing a reflective written statement questionnaire. The collected data were subjected to a thematic coding analysis. The results yielded three overarching categories: distributive justice (i.e., equality should be considered, equity is of paramount importance, and assessment practices should be tied with students’ needs), procedural justice (i.e., voices of students should be heard, both consistency and flexibility are required, and assessment procedures should be transparent), and interactional justice (i.e., interpersonal justice is crucial and informational justice should be considered). The study concludes by proposing a range of implications for different testing stakeholders.

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E-Assessment at Jordan’s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions

Cited by 10 publications

References 34 publications

Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19

Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19

Language Teacher’s Experience and Preference toward Online Learning Platforms during the COVID-19 Pandemic

Fairness in assessment practices in online education: Iranian University English teachers’ perceptions

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