Online Assessment in the Era of Digital Natives in Higher Education Institutions

Abstract

This study explored students’ opinion towards the opportunities and inhibitive factors for online formative assessment. A Google form survey questionnaire was administered to 124 students to generate the information regarding the opportunities of online assessment. Purposive sampling technique was employed on the basis that participants were students registered through Edmodo LMS studying multimedia courses. A system walk-through strategy was used to collect qualitative data from Edmodo platform. A descriptive analysis on the data generated from a survey monkey questionnaire was employed while content analysis was carried out for qualitative data. The findings are presented based on the research questions as follows: First, it was revealed that there were several opportunities from online assessment which included divergent thinking, self-reflection and immediate feedback among students. However, the study revealed several inhibitive factors towards online assessment such as unreliable internet accessibility, lack of technological devices and negative attitudes among students. The study established that in order to have effective online formative assessment, the capacity building to both instructors and students is inevitable. Furthermore, the study calls for the need to harmonize the curriculum by capitalizing on the integration of online formative assessment to support blended learning among digital native students at all levels of education.

E-Learning: From an Option to an Obligation

“…However, as was indicated through a study by Al-Ammary et al ( 2016), the problem with e-learning before the pandemic was that it seemed to lack proper alignment with the overall institutional strategies and objectives of most HEIs. A similar situation is found in other countries of the world (e.g., Tanzania) where policies for e-learning, online assessments, and related educational training and professional development exist and are highly emphasized, while paradoxically at the same time practices relevant to them are given little attention (Ndibalema, 2021). This misalignment, therefore, is what was partly compromising the quality of e-learning in Bahrain before COVID-19 in terms of its contribution to the production of new knowledge and, as a result, to the creation of a knowledge society, which is an integral part of the Kingdom"s economic vision 2030.…”

“…Such findings confirm that online assessment is uncommon in the electronic mode of learning; and where it exists, it usually is ineffective due to the lack of competencies of the actors involved, namely the instructors (Khan & Khan, 2019;Harvey, 2002;Jara & Mellar, 2009). In some cases, also the issue is that of students lacking the required technological competence for such assessments (Ndibalema, 2021;Khan & Khan, 2019).…”

“…They additionally see it necessary for faculty members to receive more training on e-assessment methods and on related ways of detecting plagiarism and preventing other modes of academic misconduct. These concerns about cheating and the security of assessments among instructors in Bahrain, in addition to feeling not sufficiently prepared and experienced to control the e-assessment systems and processes, are shared by many other educators internationally and are, thus, a critical matter to be addressed if e-learning is to succeed (Ndibalema , 2021;Appiah & van Tonder, 2018).…”

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

“…It is called hybrid learning and combines the characteristics of traditional schools with online learning benefits for personal delivery by providing different instructions for each group (Watson et al, 2020). This innovative concept includes the advantages of traditional and ICT-supported learning (Abass et al, 2021;Garcia, 2021;Monkeviciene et al, 2020;Ndibalema, 2021;Seage, & Türegün, 2020;Subedi & Subedi, 2020;Wahyudi, 2020;Wahyudi & Winanto, 2018). According to Carman (2002), there are five keys to applying blended learning: life events, independent learning, collaboration, assessment, performance, and supporting materials.…”

Development of Blended Learning Type and Flipped Classroom-Based Cultural Arts Subjects

“…With technological advances, it is hoped that teachers can develop learning by utilizing information and communication technology so that learning becomes more meaningful for students, both learning at school and outside school independently. Therefore, various efforts are needed that allow the learning process to occur outside school hours, one of which is through blended learning (a combination of faceto-face and online) utilizing the school platform by combining the flipped classroom model (Abass, Arowolo, & Igwe, 2021;Namyssova, et al, 2019;Ndibalema, 2021;Ojaleye & Awofala, 2018;Thompson & McDowell, 2019).…”