Online Summative Assessment and Its Impact on Students’ Academic Performance, Perception and Attitude Towards Online Exams: University of Sharjah Study Case

Elmehdi, Hussein M.; Ibrahem, Almehdi M.

doi:10.1007/978-3-030-01662-3_24

Cited by 20 publications

(22 citation statements)

References 7 publications

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“…The same results were observed in the work of Hillier (2014) in which female learners reported more stress and more concerns about technical problems during online exams. However, research conducted in the UAE by Elmehdi and Ibrahem (2019), found no difference in online exam perception in terms of gender. Therefore, further (qualitative) research to define the reasons for this difference in Turkish and Kyrgyz learners should be conducted.…”

Section: Resultsmentioning

confidence: 92%

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Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

Adanır

İsmailova

Omuraliev

et al. 2020

IRRODL

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As online learning is becoming very popular in formal educational settings and in individual development, online exams are starting to be recognized as one of the more efficient assessment methods. Online exams are effective in either blended or traditional forms of learning, and, when appropriately used, bring benefits to both learners and the learning process. However, learners’ perceptions of online exams in developing countries have not been widely studied despite the potential of such research for contributing to more effective use of online exams in these countries. Thus, this study served two purposes. First, it aimed to investigate students’ perceptions of online exams at a state university in Turkey, and at a state university in Kyrgyzstan. Second, the study compared the results. Structured as a mixed study, the research was conducted during the 2018-2019 fall term. The participants were 370 undergraduate students taking first-year courses online. Quantitative data considered learners’ perception scores gathered via a survey, whereas qualitative data considered learners’ opinions in response to an open-ended question. According to the quantitative analysis, learners’ perceptions differed according to gender, major, and prior online course experience variables. In addition, Turkish and Kyrgyz learners differed in that Turkish learners found online exams less stressful and more reliable and fairer than traditional paper-based exams when compared with their Kyrgyz counterparts. The qualitative analysis provided important results for future planning in both institutions.

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Section: Resultsmentioning

confidence: 92%

“…Other concerns included the risk of technical failure and the possibility of cheating. Research in the UAE by Elmehdi and Ibrahem (2019) showed that students felt positively about online exams due to facilitated logistics and improved learning. Moreover, researchers reported no difference in perception in terms of age and gender.…”

Section: Literature Reviewmentioning

confidence: 99%

Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

Adanır

İsmailova

Omuraliev

et al. 2020

IRRODL

View full text Add to dashboard Cite

show abstract

“…The acceptability of e‐examination due to cheating concern was a matter of much concern for female than male students. Elmehdi and Ibrahem ( 2019 ) conducted a research in UAE where no difference was observed in perception toward e‐examination due to gender but Kundu and Tripti ( 2021 ) in a study on Indian students observed that male students have better perception than female.…”

Section: Introductionmentioning

confidence: 99%

Challenges of unrestrictedassignment‐basedexaminations (ABE) and restrictedopen‐bookexaminations (OBE) during COVID‐19 pandemic in India: An experimental comparison

Shakeel

Shazli

Salman

et al. 2021

Human Behav and Emerg Tech

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Covid‐19 pandemic has affected every sphere of life specially the education sector observing a paradigm shift in the nature of pedagogy from offline face‐to‐face to online‐virtual mode of learning. The biggest challenge in online‐learning was the conduction of online examination for student's assessment specially in Indian context where digital divide is rampant. Thus, present study examines and compares the challenges faced by the students in two most widely accepted modes of examination by Indian universities and institutes of higher learning, that is, take home/unrestricted/assignment‐based examination (ABE) and highly time restricted/open‐book examination (OBE). Primary data was collected through questionnaires prepared by using Google forms to measure adaptability, satisfaction, and challenges using 5‐point Likert's scale. Cronbach's α test was performed on question items to check the reliability and internal consistency of the items. χ 2 test has been applied in order to check whether there is a statistically significant relationship between the gender and place of residence in the acceptability of ABE and OBE. The findings suggest that both modes of examination have their own challenges largely governed by the digital and economic divide. The acceptance level of ABE and OBE is not associated with gender. However, we found the level of acceptance association of ABE with the place of residence of the students but not with OBE.

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“…Dennick et al (2009) stated that online assessment can reduce marking loads, fast-track release of results, enable a quick review of results by the examination board, and provide different online quality assurance. A study conducted at the University of Sharjah, United Arab Emirates on the effect of online examination on students' performance compared to paper-based examinations showed the advantages of online examination such as; accuracy in mark calculation and grading, immediate feedback, fairness, security, and limited cheating possibilities (Elmehdi & Ibrahem, 2019). Koneru (2017) stated that the main benefit of online summative assessment was that ODL institutions could conduct proctored examinations to address the security issues for high-stake tests.…”

Section: Advantages Of Online Summative Assessmentmentioning

confidence: 99%

Shifting From Onsite to Online Summative Assessment at the University of South Africa

Makokotlela

2022

International Journal of Information and Communication Technology Education

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The discourse around online summative assessment has become one of the major issues in open distance learning (ODL) worldwide. There is a lack of major research in online summative assessment in environmental education (EE) module for the bachelor of education (B.Ed.) students in ODL. The purpose of this study was to explore online summative assessment of EE module for the B.Ed. students at the University of South Africa (UNISA) during COVID-19. This study employed a qualitative approach, purposive sampling, and an interpretive paradigm. Data were ethically collected using participant observation and documentation. It was thematically analysed. Online summative assessment policies were in place before the outbreak of COVID-19, but policies were not implemented. The university quickly transitioned from face-to-face to online summative assessment due to the COVID-19 pandemic, and lecturers were trained. Challenges included non-training of students for online summative assessment, corrupt answer books, lack of prompt response from ICT specialist, and connectivity problems.

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Online Summative Assessment and Its Impact on Students’ Academic Performance, Perception and Attitude Towards Online Exams: University of Sharjah Study Case

Cited by 20 publications

References 7 publications

Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

Challenges of unrestrictedassignment‐basedexaminations (ABE) and restrictedopen‐bookexaminations (OBE) during COVID‐19 pandemic in India: An experimental comparison

Shifting From Onsite to Online Summative Assessment at the University of South Africa

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