Jordanian University Instructors’ Practices and Perceptions of Online Testing in the COVID-19 Era

Abstract

It is widely known that exceptional circumstances inevitably call for the use of matching procedures. As there has been a change in face-to-face teaching methods, there have also been parallel changes in student evaluation and assessment plans or strategies during the COVID-19 era. This study investigates how COVID-19 affected online testing in higher education institutions in Jordan. For this purpose, the researchers developed a five-construct Likert-type questionnaire with 20 items and distributed it to a sample of 426 university instructors. The constructs were the internet and technology, technical and logistic issues, types of questions, test design, and students’ awareness. The results showed that the Internet and technology are essential to guarantee the successful performance of online testing. The study also showed that this type of testing affected the test design and types of questions in a way to eliminate or at least reduce the spread of online cheating. The study recommends that higher education institutions provide instructors with on-the-job training, not only in e-learning techniques and procedures but also in preparing and conducting online exams.

Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

“…As a result, students are not accustomed to the new kind of assessments. As mentioned by Haider et al (2022) evaluation and assessment strategies used in colleges and universities changed during the pandemic. Nevertheless, this issue was solved by using a variety of assessment strategies that are better suited to the needs of the students, but align themselves with course outcomes at the same time (Accreditation and Quality Assurance Commission for Higher Education Institutions, 2020).…”

“…According to Czerkawski and Bumen (2013), "[A]cademic and professional content standards at the national and state level" need to be included in the design and development of higher education programs (p. 1,480) as well. Haider et al (2022) state that higher education institutions support their professors and instructors' with ongoing training workshops to improve online teaching and to assure its quality. Haider and Al-Salman (2021) also declare that online learning and teaching has recently been common among higher education instructors despite its challenges, which are continuously decreasing.…”

Experiences of University Staff in Online Proctored Examination: A Phenomenological Study

“…Even though technological, physical, and financial resources are limited, initiating remote learning and online proctoring in such a context is advantageous. As face-to-face teachinglearning methods have shifted, there has also been an equal shift in the students' evaluation, assessment, and examination plan during COVID-pandemic [32] . Nepalese higher education institutes grabbed the opportunities surrounding online teaching; however, the perceived advantages and challenges rooted in the online proctored examination are not yet revealed.…”

Untitled

“…As such, education was abruptly shifted from a brick-and-mortar setting to the actual environment. In many countries around the world, this sudden transfer was met with unpreparedness (Haider et al, 2022) and may not have rendered the expected outcomes. Some institutions had already been using their own, but other ones turned to different solutions such as online videoconferencing tools and file-sharing business meeting solutions.…”