E-assessment on the spotlight: present and future prospects

Ghouali, Kamila; Benmoussat, Smail; Cecilia, Raúl Ruíz

doi:10.30827/digibug.59151

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…Assessment is a broad procedure that covers a wide range of activities (Ghouali et al, 2020), aiming at assessing the learner's competence and understanding of the learning outcomes. Being the umbrella that lies at the heart of the teaching process (Abduh, 2021;Margiene & Ramanauskaite, 2022), it is critical that both teachers and students understand the assessment cycle (Astin & Antonio, 2012) as depicted in Figure 1.…”

Section: Review Of E-assessment Systems Assessment Processmentioning

confidence: 99%

“…• Lack of trust in teachers (Mostafa, 2023) • Unpreparedness and educator readiness (Efriana, 2021; Vergonia & Mombas, 2022) • Student digital literacy (Windram et al, 2022) • Lack of expertise (Peytcheva-Forsyth & Aleksieva, 2021) • High initial cost of investment (Ghouali et al, 2020) • Internet quotas, access, and poor signal coverage (Agung et al, 2020;Basuony et al, 2020) • Constraints of the computing infrastructure, including frequent power outages (Niemi & Kousa, 2020;Wahab & Iskandar, 2020;Bączek et al, 2021) • Software issues (Abduh, 2021) • Cheating and security threats to academic integrity (Mukhtar et al, 2020) • Content design (Doğan et al, 2020) All these challenges signify that going online successfully is a process that needs to be carefully planned, prepared, and executed.…”

Section: Benefits and Challenges Of E-assessmentmentioning

confidence: 99%

“…The deployment of e-assessment is notably linked to several technological, pedagogical, financial, and operational issues, rendering its implementation and practicality in real-world scenarios a challenging and complex matter. Some of the major challenges in the electronification of assessment processes include high initial cost of investment (Ghouali et al, 2020), Internet quota, access, and poor signal coverage (Agung et al, 2020;Basuony et al, 2020), and computing infrastructure constraints (Niemi & Kousa, 2020;Wahab & Iskandar, 2020;Bączek et al, 2021). Other challenges include software issues (Abduh, 2021), cheating and security threats on academic integrity (Mukhtar et al, 2020), content design (Doğan et al, 2020), teachers' lack of trust (Mostafa, 2023), unpreparedness and educator readiness (Efriana, 2021;Vergonia & Mombas, 2022), and students' digital illiteracy (Windram et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

Ally

2024

jipe

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Nearly every aspect of teaching and learning in the education sector has undergone a technological and pedagogical shift globally. The outburst of the COVID-19 pandemic and the digital advancements in recent years are two major factors that have geared and transformed the sector practically. Due to the rapid population growth and the fee-free education policy, candidate enrollment is constantly expanding, so it is crucial to devise an efficient, cost-effective, and secured approach for conducting educational assessments. This paper explores the possibilities of implementing a national e-assessment system for teacher education and secondary schools in Tanzania. Considering that the e-assessment philosophy is diverse, interdisciplinary, and multidimensional, a holistic research approach focused on library search, document review, and international benchmarking was applied. The e-assessment adoption framework and its design are based on expert opinion. The data used for theoretical and qualitative analysis was captured from the candidate and school registration portals. The study suggests that e-assessment in Tanzania is an inevitable part, especially in the educational system of the 21st century. More importantly, the findings show that e-assessment for teacher education appears to be more pressing as it can be deployed quickly given the computing status and educator readiness in teacher training colleges. For secondary education, e-assessment seems possible in about 6.4% of all schools that currently offer computer science as a subject. To facilitate a seamless adoption process and secure registration of examination centers, a national e-assessment framework is proposed. The framework is tailored to the local context as it applies adaptive staging, on-demand, and ready-to-go approaches to ensure the adopted solution is feasible and sustainable. Through this framework, you can tell whether certain schools are prepared to switch from conventional pen-and-paper exams to e-assessments.

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Section: Review Of E-assessment Systems Assessment Processmentioning

confidence: 99%

Section: Benefits and Challenges Of E-assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

Ally

2024

jipe

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“…L'adaptation et la personnalisation des évaluations aux besoins des apprenantes et des apprenants sont souvent évoquées dans les écrits (Audet, 2011;Csapó et al, 2012;Ghouali et al, 2020;Redecker et al, 2012;Stödberg, 2012;Xanthou, 2013). D'une part, le numérique permet une adaptation de façon dynamique du contenu, du niveau et du rythme de l'évaluation en fonction des objectifs, des connaissances et du profil général de l'apprenante ou de l'apprenant.…”

Section: Caractéristiques De L'évaluation Numériqueunclassified

Pratiques d’évaluation numérique chez le personnel enseignant : Vers le développement d’un instrument de mesure

2022

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L’article présente une synthèse de travaux effectués dans le cadre d’un stage doctoral à l’Observatoire des pratiques innovantes d’évaluation des apprentissages (OPIEVA) de l’Université du Québec à Montréal (UQAM). Le stage portait sur le développement d’un outil de mesure des pratiques d’évaluation numérique du personnel enseignant à tous les ordres d’enseignement. À partir d’une recension des écrits, 11 moyens de soutenir l’évaluation à l’aide du numérique ont été identifiés. Ces caractéristiques de l’évaluation numérique ont permis de créer, de concert avec l’équipe de l’OPIEVA, une première version d’un questionnaire. En plus de définir les caractéristiques de l’évaluation numérique et de présenter des items du questionnaire, cet article discute de la portée des travaux effectués pour la description des pratiques enseignantes avec le numérique.

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“…Even after the global pandemic was declared to end, e-assessment is still widely preferred as it provides various benefits for students, teachers, schools, and educational institutions. Ghouali et al (2020) argue that e-assessment offers flexibility and adaptability for both teachers and students. Through e-assessment, students do not have to travel to test locations as they can take it from any place as long as they have a device and internet connection.…”

Section: Introductionmentioning

confidence: 99%

Challenges in Utilizing Quizizz as a Formative E-Assessment Media in English for Tour Operations Class

Nova,

Chaerunnisah,

Lastari

2023

PJEE

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In light of seeking the proper e-assessment media, the Quizizz application may offer some features supporting the online assessment process. However, potential issues on the obstacles faced in using the application for e-assessment have yet to be deeply investigated. The current study investigated the potential challenges in utilizing Quizizz as a formative e-assessment media in English for Tour Operations class. The current study took place in one vocational higher education. Thirty-eight vocational students were invited to participate in the study, but only 30 vocational students agreed to consent. The current study applied a qualitative approach and took a case study design. Classroom observation, questionnaire distribution, and interviews were conducted to gain the data. For the data analysis, the current study implemented three qualitative data analysis phases: reducing data, displaying data, and drawing conclusions. As a result, the current study revealed that most vocational students experienced some challenges using Quizizz during the e-assessment process. They admitted that they had internet connection problems, limited time duration, device problems, and technical skill problems. It indicated that the application could raise potential problems during the e-assessment process. During the utilization of this application, the English teacher or lecturer needs to reassure the vocational students' capacity to take the e-assessment and to offer any assistance for students facing problems during the e-assessment process.

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E-assessment on the spotlight: present and future prospects

Cited by 6 publications

References 13 publications

A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

Pratiques d’évaluation numérique chez le personnel enseignant : Vers le développement d’un instrument de mesure

Challenges in Utilizing Quizizz as a Formative E-Assessment Media in English for Tour Operations Class

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