Effectiveness of E-Assessment in Quantitative Modules, COVID-19 Consequences: A Case Study by the British University in Egypt

Salah, Wafaa; Ramadan, Mohamed; Ahmed, A. E.

doi:10.1007/978-3-030-67209-6_50

Cited by 2 publications

(5 citation statements)

References 10 publications

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“…3 is a typical CBT centre in Nigeria. Encouraging CBT adoption demands a stress-free environment [2]. Some CBT centres in Nigeria are unpleasant due to continuous network failure, power supply failure, and computer system failures [29].…”

Section: Illustrates a Unified Tertiary Matriculationmentioning

confidence: 99%

“…During the Covid-19 pandemic, online teaching adoption became globally acknowledged due to the closure of educational institutions as a social distance approach [2]. New research by the International Association of Universities (IAU) has found that 91% of all universities surveyed have shifted away from face-to-face teaching and are developing tactics for ongoing learning [3].…”

Section: Introductionmentioning

confidence: 99%

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User Satisfaction with Computer-Based Test (CBT): The Mediating Role of CBT Centre Service Satisfaction

Bello¹,

Abdullah²

2022

IxD&A

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User satisfaction with most goods and services in the information system (IS) has been well studied. However, there appears to be little research on examinees' satisfaction with facilities and services provided at computer-based test (CBT) centres, particularly when the centres are equipped and manned by outsourced vendors. In Nigeria, the CBT centres are public and private examination centres equipped to conduct the annual matriculation examination computer-based test. The study aims to investigate and empirically test the role of quality factors in predicting CBT satisfaction. The study also intends to test a mediator to explore further how some quality factors influence the examinee's satisfaction. The research framework is based on the updated information system success model (ISSM) and is validated using a survey incorporating system quality, service quality, question content, the cost-effectiveness of CBT services, and CBT centre service satisfaction. A total of 455 surveys using structural equation modelling were analysed.

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Section: Illustrates a Unified Tertiary Matriculationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

User Satisfaction with Computer-Based Test (CBT): The Mediating Role of CBT Centre Service Satisfaction

Bello¹,

Abdullah²

2022

IxD&A

View full text Add to dashboard Cite

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“…Furthermore, it is also argued that the presentation and layout of the questions in e-assessment affect the quality of the assessment ( Kuikka, Kitola and Laakso, 2014). Also, the wide acceptability of e-assessment due to Covid-19, Wafaa, Mohamed and Hossameldin (2021) established a significant difference between e-assessment questions content and paper assessment which was due to openbook nature of e-assessment.…”

Section: Educational Dimension: Questions Content Qualitymentioning

confidence: 99%

“…Likewise, the development of user-friendly web-based applications for assessments and the availability of testing protocols that are secured over the internet both led to the common utilization of online assignments, quizzes, tests, and examinations (Cassady and Gridley, 2005). Furthermore, the Covid 19 pandemic has helped to encourage a wider use of e-assessment technology, a global e-assessment application for thousands of colleges as a social distance strategy (Wafaa, Mohamed and Hossameldin, 2021). Computer-based assessment (CBA) is an electronic assessment process in which information and communication technologies (ICTs) are used for assessment activities, performance grading, and response recording.…”

Section: Introductionmentioning

confidence: 99%

“…E-assessment can be carried out with different devices, like standard desktop computers or laptops, smartphones, iPads, or through the use of electronic gaming devices (Crisp, 2011). Technically, some e-assessment designs may overcome certain challenges of paper assessments such as external support to students (Wafaa, Mohamed and Hossameldin, 2021). However, computer-based assessment systems adoption in the modern education environment still met with some challenges despite their role in solving some www.ejel.org 491 ISSN 1479-4403 traditional assessment problems (Al-Hakeem and Salim, 2017;Karimi, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Influence of Quality Factors on User Satisfaction with Summative Computer-based Assessment

Bello¹,

Abdullah²

2021

EJEL

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Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed, limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.

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Effectiveness of E-Assessment in Quantitative Modules, COVID-19 Consequences: A Case Study by the British University in Egypt

Cited by 2 publications

References 10 publications

User Satisfaction with Computer-Based Test (CBT): The Mediating Role of CBT Centre Service Satisfaction

User Satisfaction with Computer-Based Test (CBT): The Mediating Role of CBT Centre Service Satisfaction

Investigating the Influence of Quality Factors on User Satisfaction with Summative Computer-based Assessment

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