Electronic assessment issues and practices in Pakistan: a case study

Abstract

Electronic assessment (e-assessment) methods are at an early stage of development at various levels of education in South East Asian region. Until the primary resource requirements of the various educational institutions have been met in terms of providing an effective and efficient e-assessment system, a range of problems will arise for the individuals and organizations seeking to implement e-assessment. Key e-assessment issues are related to academic, economic, technological, ethical and social factors, and play an important role in determining the types of e-assessment needed at a given institution. In order to identify the status and scope of e-assessment activities in South East Asia, a survey was conducted in Pakistani educational institutions of higher learning highlighting current e-assessment practices and activities. The paper identifies the current practices, needs and preferences of institutions regarding e-assessment methods, discusses the implications with respect to issues identified and draws conclusions for future development.

Identification and prioritization of critical issues for the promotion of e-learning in Pakistan

“…Unfortunately, Pakistan is in the crisis of power generation for the last 8 years. The cost of maintaining reliable power supply must be considered (Sangi, 2008) while switching to the e-learning environment.…”

Issues in the Implementation of Computer-based National Exam (CBNE) in Indonesian Secondary Schools

“…Also, the assessment type of CBNE is a high-stake summative assessment, and it is used as an evaluation tool for education quality in secondary schools. Summative assessment is standards-based and conducted at the end of the education year to produce students' performance comparison, reliable educational data for accountability purposes, and information for policy making [28]. In consequence, CBNE is implemented in all kind of secondary schools in Indonesia (i.e.…”

Digitale prøver – et litteraturstudie

“…Digitale prøver, hvor eksaminanden udelukkende eller hovedsageligt skal besvare opgaver ved at vaelge et svar ud fra et antal foruddefinerede svarmuligheder, synes at vaere ret udbredte (JISC, 2007;Sangi, 2008). Prøver i denne kategori omtales i litteraturen ofte som objektive prøver: I hver opgave er et af de svar, eksaminanden kan vaelge mellem, objektivt korrekt.…”

“…Da eksaminanden i prøver med MC--opgaver eller lignende opgavetyper ikke selv skal formulere/konstruere et svar, diskuteres det i litteraturen, om og i hvilken udstraekning den slags digitale prøver kan anvendes til at vurdere studerendes laering på højere laeringsniveauer i Blooms taksonomi (Nicol, 2007;Sangi, 2008).…”

“…Dette gør udgifterne større. Bedømmelsen er af samme grund også mere subjektiv (Sangi, 2008). Derfor er der interesse for at udvikle spørgsmålstyper, der understøtter fritekstsvar, men som kan vurderes af en computer (Whitelock, 2009).…”