Forced introduction of e-assessment during COVID-19 pandemic: How did the students feel about that? (Sofia University case)

Peytcheva-Forsyth, Roumiana; Aleksieva, Lyubka

doi:10.1063/5.0041862

Cited by 14 publications

(8 citation statements)

References 9 publications

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“…We also believe that this research opens up interesting lines regarding the study of the use of synchronous tools since our data show that the orientation is mostly towards the use of asynchronous tools, thus coinciding with what generally occurs in online teaching (Laato & Murtonen, 2020). And the experience developed in online degrees will be useful for students' assessment in general, especially because of all the changes and challenges in higher education in recent years caused by the pandemic (Ali & Damour, 2021;Fatima et al, 2021;Peytcheva-Forsyth & Aleksieva, 2021).…”

Section: Relevant In and Archit Degrees In The Other H Degrees Invsupporting

confidence: 57%

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Espinosa¹,

García-Tudela²,

Porlán³

2022

IES

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Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master’s degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master’s degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master’s degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master’s degrees.

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Section: Relevant In and Archit Degrees In The Other H Degrees Invsupporting

confidence: 57%

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Espinosa¹,

García-Tudela²,

Porlán³

2022

IES

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“…Peytcheva-Forsyth and Aleksieva [16] presented the results of a student survey on students' experience in e-assessment during the COVID-19 pandemic and students' views on e-assessment. The results proved the e-assessment solutions require some additional work, not just computerization of the same face-to-face used testing solutions.…”

Section: B Advantages and Disadvantages Of E-testingmentioning

confidence: 99%

“…A study by Peytcheva-Forsyth and Aleksieva [16] found that when students were asked to indicate the disadvantages of e-assessment, as many as 28.44% of respondents indicated that they could not demonstrate their knowledge well enough. They consequently were asked if they would rather be assessed online than face-to-face.…”

Section: B Advantages and Disadvantages Of E-testingmentioning

confidence: 99%

Automated e-Assessment: Students’ Needs and e-Evaluation Solution Possibilities

Margienė¹,

Ramanauskaitė²

2022

IJIET

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E-learning is increasingly gaining its usage. In the COVID-19 period, its importance even increased. One of the important e-learning processes is e-assessment. Suitable e-evaluation implementation depends on multiple factors. One of the factors for suitable testing implementation is alignment between users’ needs for a specific purpose testing and its implementation possibilities. Therefore in this paper, we analyze what are students’ needs for e-evaluation system in knowledge level testing and self-evaluation testing cases. Student survey and multi-criteria decision-making were used to find out how students rank different criteria of e-assessment and how linear, graph-based, and tree-based testing structures rank based on these criteria.

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“…One of the common advantages is its flexibility. Students are able to complete or access the assessments regardless of the location and at any time [13,14,17,22,23], thus this has saved their time as well as the travel cost [17,23]. Besides, students responded that the instant feedback after completing the online assessments also one of the reasons why they prefer it as it does help to improve their learning [14, 17 22, 24] In previous study, the students responded that the system was clear and easy with user friendly interface, thus it is easier for them to identify those unanswered questions when doing the assessment [17].…”

Section: Advantages Of Online Assessmentmentioning

confidence: 99%

“…Besides, students responded that the instant feedback after completing the online assessments also one of the reasons why they prefer it as it does help to improve their learning [14, 17 22, 24] In previous study, the students responded that the system was clear and easy with user friendly interface, thus it is easier for them to identify those unanswered questions when doing the assessment [17]. There are some studies which revealed that students would feel calm, more relaxed and stress free when taking the online assessment [13,23,25].…”

Section: Advantages Of Online Assessmentmentioning

confidence: 99%

A Study on University Students’ Experiences on Online Assessment During Pandemic

Tai¹,

Liew²,

Lim³

et al. 2022

Proceedings of the International Conference on Communication, Language, Education and Social Sciences (CLESS 2022)

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In line with the new norm practice in education during Covid-19 pandemic, the experience of university students towards the shift of online teaching and learning needs to be investigated. Thus, the objective of the paper is to examine the experience of students on online assessment from the perspective of advantages of online assessment, perceived ease of use of online assessment and perceived usefulness of online assessment. Technology Acceptance Model (TAM), conceptual framework was applied. The study utilised an online questionnaire to obtain data from undergraduate students who used online learning in MMU. The results show that the relationship between students' experiences on online assessment and advantages of online assessment is most significant among university students. Perceived ease of use of online assessment and perceived usefulness of online assessment related to the experience of students on online assessment was also validated.

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Forced introduction of e-assessment during COVID-19 pandemic: How did the students feel about that? (Sofia University case)

Cited by 14 publications

References 9 publications

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Automated e-Assessment: Students’ Needs and e-Evaluation Solution Possibilities

A Study on University Students’ Experiences on Online Assessment During Pandemic

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