Online assessment platforms: What is on offer?

Ali, Kamran; Barhom, Noha; Duggal, M. S.

doi:10.1111/eje.12807

Cited by 18 publications

(26 citation statements)

References 7 publications

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“…Moreover, contemporary assessment platforms also offer options for online and offline delivery of assessments on campus as well as the option of remote proctoring. The latter option has been particularly beneficial during the peak of COVID-19 pandemic which necessitated social distancing measures making on-site delivery of assessments challenging [ 24 ]. It is recognized that commercially available online assessment platforms entail significant costs and investment in human resources.…”

Section: Discussionmentioning

confidence: 99%

Blended learning in undergraduate dental education: a global pilot study

Ali

Alhaija

Raja

et al. 2023

Medical Education Online

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Aims To explore the global trends in blended learning in undergraduate dental education during the COVID pandemic and during the recovery phase by engaging with the students and faculty and evaluate the implications for dental education in the post-COVID era. Methods It was a pilot cross-sectional study which employed a convenience sampling technique to recruit representatives of dental faculty and undergraduate students in 80 dental institutions globally. A previously validated questionnaire consisting of a combination of closed and open-ended items was used for data collection. Responses to these online questionnaires were processed and analysed using the R statistical computing environment. Results A total of 320 dental students and 169 faculty members from 47 different dental institutions participated in the study. Video and Live Online Tutorials were considered to be the most effective method of online learning followed by online question banks by both groups. Significant differences were noted between faculty and students regarding time spent and effectiveness of online teaching and learning, respectively, both before and after the start of COVID. The results highlight the faculty need to engage more closely with the students to address their learning needs. Finally, the participants provided several recommendations regarding the future development of teaching and learning strategies as well as assessments in the post-pandemic era. Conclusions This is the first study which explores blended learning in dental education with participants from multiple institutions in different regions of the globe. Compared to the faculty, students considered online learning to be less interactive and preferred learning activities and all assessments to be delivered face-to-face. The results underscore the need to adapt teaching practices to suit the learning needs of the students.

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Section: Discussionmentioning

confidence: 99%

Blended learning in undergraduate dental education: a global pilot study

Ali

Alhaija

Raja

et al. 2023

Medical Education Online

Self Cite

View full text Add to dashboard Cite

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“…Therefore, dental institutions should thoughtfully decide on their digital assessment practices, taking into consideration their educational needs, academic integrity, technological challenges and opportunities and their staff and students' well‐being. As concluded already, the development, delivery and quality assurance of assessments is a challenging task for educators and institutions and requires significant financial and human resources 39 …”

Section: Discussionmentioning

confidence: 99%

Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

Giannakopoulos

Kavadella

Kavvadia

et al. 2023

Eur J Dental Education

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IntroductionDuring the recent pandemic, e‐learning and e‐assessment methods have been implemented worldwide, providing opportunities for further implementation in the dental curriculum. This study aims to research the dental students' and dental faculty's perceptions of online exams with e‐invigilation.Materials and MethodsOnline questionnaires were developed and delivered, after three semesters of online exams, to all students and faculty. Descriptive statistics were performed, and answers were grouped into Principal Components (PC) using Principal Component Analysis (PCA). Statistical significance was set at p < .05.ResultsTwo‐hundred and sixty dental students (83.7%) and 24 dental faculty members (63.1%) answered the online questionnaires. PCA of students' responses revealed 4 PC, ‘University support to students’, ‘Comparison between online and face‐to‐face exams’, ‘Preparation for the online exams’ and ‘Attitudes towards the technology used for the online exams’. PCA of faculty responses revealed 5 PC: ‘Comparison between online and face‐to‐face exams’, ‘University support to faculty’, ‘Faculty attitudes towards the exam procedures’, ‘Human factors associated with the exam procedures’ and ‘Exam invigilation’. The overall satisfaction was high for both staff and students (higher for students and female staff). Students with previous experience in online exams scored more positively than first‐year students. University support, process‐related stress and e‐invigilation were highlighted.ConclusionsThe overall satisfaction with the e‐exams was high, despite the technical problems, time‐consuming processes and related stress. University support (training, IT support and resources) and mock exams emerged as important elements of online exams, as was the e‐invigilation, which students perceived as efficient and non‐intrusive.

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“…13,24 However, only few institutions had the resources to use commercially available platforms designed to proctor students appropriately. 25 Most dental institutions, particularly in developing countries, use open-source online platforms such as Zoom and Web ex to deliver assessments remotely which allowed students to be observed on camera during the assessments. However, these platforms did not permit restricting internet access to assessment content for candidates during assessments.…”

Section: Discussionmentioning

confidence: 99%

The Thrills and Chills of ChatGPT: Implications for Assessments in Undergraduate Dental Education

Ali¹,

Barhom²,

Marino³

et al. 2023

Preprint

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Background and Purpose: Open-source Artificial intelligence (AI) applications are fast transforming access to information and allow students to prepare assignments and offer quite accurate responses to a wide range of exam questions which are routinely used in assessments of students across the board including undergraduate dental students. This study aims to evaluate the performance ChatGPT, an AI-based application, on a wide range of dental assessments and discusses the implications for undergraduate dental education. Methods: This was an exploratory study investigating the accuracy of ChatGPT to attempt a range of recognized assessments in undergraduate dental curricula. ChatGPT was used to attempt ten items based on each of the five commonly used question formats including single-best answer (SBA) multiple-choice questions (MCQs); short answer questions (SAQs); short essay questions (SEQs); True/False questions and fill in the blanks items. In addition, ChatGPT was used to generate reflective reports based on multisource feedback (MSF); research methodology; critical appraisal of the literature. Results: ChatGPT application provided accurate responses to majority of knowledge-based assessments based on MCQs, SAQs, SEQs, Tue/False and fill in the blanks items. However, it was only able to answer text-based questions and did not allow processing of questions based on images. Responses generated to written assignments were also of good quality apart from those for critical appraisal of literature. Word count was the key limitation observed in outputs by ChatGPT as it was only able to produce reports limited to approximately 650 words. Conclusion: Notwithstanding their current limitations, AI-based applications have the potential to revolutionize virtual learning. Instead of treating it as a threat, dental educators need to adapt teaching and assessments in dental education to the benefits of the learners whilst mitigating against dishonest use of AI-based applications.

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Online assessment platforms: What is on offer?

Abstract: This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 18 publications

References 7 publications

Blended learning in undergraduate dental education: a global pilot study

Blended learning in undergraduate dental education: a global pilot study

Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

The Thrills and Chills of ChatGPT: Implications for Assessments in Undergraduate Dental Education

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