Examining the use of e‐assessment in higher education: teachers and students’ viewpoints

Rolim, Catarina; Isaías, Pedro

doi:10.1111/bjet.12669

Cited by 39 publications

(28 citation statements)

References 34 publications

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“…However, our study revealed that University C students are less satisfied with TeSLA and they agree more that the workload was greater than expected and that they felt stressed and under surveillance. This may be related to the results that Rolim and Isaias (2019) emphasized in their study conducted in Portugal. They stated that e-assessment applications had just begun, and therefore resistance and distrust could be observed.…”

Section: Discussionsupporting

confidence: 55%

See 1 more Smart Citation

Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment

Rodríguez¹,

González²,

Karadeniz³

et al. 2020

HUJE

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Bu çalışmanın amacı, e-değerlendirme sürecinde kimlik doğrulama ve yazarlık kontrol sistemi kullanımında öğrencilerin deneyimlerini belirlemektir. Çalışma, Avrupa Komisyonu tarafından finanse edilen Horizon 2020 projesi kapsamında geliştirilen TeSLA Projesi (Öğrenme için Uyarlanabilir Güvene dayalı bir e-Değerlendirme Sistemi) kapsamında gerçekleştirilmiştir. TeSLA sistemi, e-değerlendirmede kimlik doğrulama, yüz tanıma, ses tanıma, tuş vuruşu dinamikleri, yazarlık kontrolü ve intihal araçları gibi çeşitli araçları içermektedir. Çalışma, kesitsel anket çalışması olarak tasarlanmıştır. Katılımcılar, İspanya, Bulgaristan ve Türkiye'de TeSLA sistemini kullanan üç üniversiteden toplam 735 öğrencidir. Öğrenciler, 2018-2019 Bahar Dönemi boyunca 92 lisans ve lisansüstü düzeydeki derste e-değerlendirme faaliyetleri için TeSLA sistemini kullanmışlardır. Veriler, derslerde TeSLA sisteminin uygulanmasından önce bir ön anket ve sistemi test ettikten sonra bir son anket aracılığıyla toplanmıştır. Veri analizi için tanımlayıcı istatistikler ve tek yönlü ANOVA Testi kullanılmıştır. Sonuç olarak, öğrencilerin TeSLA sistemini kullanırken farklı algıları ve deneyimleri olduğu; olumlu görüşlerin yanında olumsuz görüşlerin de ortaya çıktığı görülmüştür. Bu sonuçlara bağlı olarak elde edilen bulgular, ilgili literatür kapsamında ayrıntılı olarak tartışılmıştır.

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Section: Discussionsupporting

confidence: 55%

“…However, in relation to being considered trustworthy, not everyone agrees with this statement. It could be achieved that there is a strong correlation with trust and being sustained to the usage of e-assessment tools (Rolim & Isaias, 2019).…”

Section: Discussionmentioning

confidence: 99%

Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment

Rodríguez¹,

González²,

Karadeniz³

et al. 2020

HUJE

View full text Add to dashboard Cite

show abstract

“…The third type of research concentrates on the survey of teachers' and students' attitudes toward AWEs and indicates slightly positive feelings [3,32,[43][44][45][46][47] mixed with few negative ones [48]. For example, Chen & Cheng investigated EFL undergraduates' perspectives on MY Access!…”

Section: Introductionmentioning

confidence: 99%

An Empirical Study on the Impact of an Automated Writing Assessment on Chinese College Students’ English Writing Proficiency

Wang¹,

Li²

2019

IJLL

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Automated writing evaluation (AWE) is an online essay scoring system which can provide feedback and revising advice to teachers and students. In this paper, an empirical study was carried out to explore the impact of Writing Roadmap2.0 (WRM2.0)-an automated writing assessment system on the English writing proficiency, which is reflected in three dimensions-the language form, the contextual structure and the writing quality of non-English major freshmen in China. In this study, 100 participants were divided into the experimental class (EC) and the controlled one (CC) at random, with 50 ones in each class. Both qualitative method and quantitative method were adopted for data collection and analysis, including the pre-and post-tests on WRM2.0, teacher-assessed writing task and interviews. The results revealed that while there was no significant difference in the writing proficiency in pre-test on WRM2.0 between EC and CC, the former outperformed the latter in both post-test on WRM2.0 and teacher-assessed writing task in the final exam in two dimensions: the language form and the writing quality. With regard to the aspect of contextual structure, EC benefited a little on WRM2.0. Generally speaking, this empirical study observed positive impact of WRM2.0 on writing proficiency of L2 students in China. It is expected that the findings will provide references for the further integration of AWE with writing teaching and learning in the EFL classroom.

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“…IT provide integration of pedagogical and technological skills of educators, obtaining continuous and coordinated technological support (Zhu, E., 2017). "The combination of teaching and information technologies is at the origin of a more embracing, flexible and accessible approach to learning" (Rolim, C. and Isaias, P., 2019).…”

Section: Introductionmentioning

confidence: 99%

Intensification of the educational process of higher educational institutions by tools of interactive technologies

Khmiliar

Красницька

Vainola

et al. 2020

revtee

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Intensification of the educational process of a higher educational institution by tools of interactive technologies (IT) is studied in terms of efficiency of distance learning platforms. A good deal more IT tools are integrated into the educational process than platforms, the main function of which is the exchange of materials, task supervision, registration of activity and attendance. Within the scope of on the survey and data analysis of the Moodle platform for the period from September to January 2019 (230 students and 8 educators of Ivan Franko National University of Lviv from the following faculties have been involved, namely: economic, financial and business management, international relations of the 2nd year of study). The scale of intensification of the educational process due to the integration of different types of IT has been estimated. The analysis of users’ activities of the distance learning platform has been carried out. An improvement of the communication level, self-monitoring, assessment, reducing time for preparation of materials, as well as increasing the efficiency of tasks’ performance has been revealed. Increasing the level of attendance and increasing the level of control and responsibility are the most common manifestations of the intensification of the educational process. The reduction in the time for obtaining and searching for materials and saving in the time for preparing materials by educators has been recorded. As a result, there was a significant reduction of time for the course’s organization. The educators have given higher assessment of the intensification of the educational process in terms of using IT tools compared to students’ assessment. However, students’ assessments of the processing of materials and tasks’ performance are higher compared to the assessments of educators; it characterizes a certain level of subjectivity of students in assessing their own educational activities. The results obtained can be used to theorize the experience of using IT in the organization of the educational process of higher educational institutions, as well as for further experimental research in this area in order to reveal effective models of “teacher / student” interaction and search for effective ways to intensify the educational process of higher educational institutions in the paradigm of introducing distance education in the realities of the Covid-19 pandemic.

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Examining the use of e‐assessment in higher education: teachers and students’ viewpoints

Cited by 39 publications

References 34 publications

Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment

Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment

An Empirical Study on the Impact of an Automated Writing Assessment on Chinese College Students’ English Writing Proficiency

Intensification of the educational process of higher educational institutions by tools of interactive technologies

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