Students’ Perceptions of E-assessment at a Higher Education Institution

Appiah, Martin; Tonder, Fanus van

doi:10.1109/icced46541.2019.9161088

Cited by 20 publications

(22 citation statements)

References 21 publications

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“…Assessments are a crucial aspect of the teaching and learning process in higher education institutions [13]. This is because, not only do assessments indicate the progress of the student to the teacher and the university, but also put the students through a mock scenario of how their final assessment will be, giving them better preparation and an indication of future exams.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This is because, not only do assessments indicate the progress of the student to the teacher and the university, but also put the students through a mock scenario of how their final assessment will be, giving them better preparation and an indication of future exams. Due to advancements in technology and online learning tools and systems, an online assessment format has become a viable means of assessing students in such systems [13]. However, this always brings up the question as to whether or not the validity of online assessments is comparable to that of traditional methodologies due to the fact that students have immediate access to a wide range of forbidden tools which they can use to their advantage and therefore there are many critiques of current e-assessment policies [14].…”

Section: Literature Reviewmentioning

confidence: 99%

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The Shift to Online Assessment Due to COVID-19: An Empirical Study of University Students, Behaviour and Performance, in the Region of UAE

Ali¹,

Dmour²

2021

IJIET

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The education system has dramatically changed from physical to online due to COVID-19. Millions of learners around the world have been affected due to the pandemic caused by coronavirus. The emergence of COVID-19 has forced educational institutions to divert all strategies from physical to online platforms for the safety of the students, instructors, and all the other staff members. The processes of examining students and their assessment strategies are heavily affected due to the sudden adoption of online education than physical education at campus. The research in this paper discusses issues relevant to online assessments and the strategies used by the universities due to COVID-19 in the region of UAE. The research collected data through an online questionnaire from 312 undergraduate university students in UAE to understand their behaviour. Furthermore, their performance of online assessment is gauged through the analysis of exams transcripts and comparison is made with their previous GPA and CGPA to understand the effects of COVID-19 on their overall performance. Semi-structured interviews were conducted to discuss issues related to e-assessment and recommendations are made to improve the online assessment process in universities. The research proves that students have benefited from the online assessment.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The Shift to Online Assessment Due to COVID-19: An Empirical Study of University Students, Behaviour and Performance, in the Region of UAE

Ali¹,

Dmour²

2021

IJIET

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“…Previous evidence is also unavailable to support our outcome as they did not follow this comparison method. However, investigating high school students in general, the study of [30], [31] both affirmed that practicality of e-assessment was a significant element in students' perspective for the reason that with less confidence in their own digital skills, non-IT students tend to concern more about instant supports of responsible staff to fix technical problems and higher chances to interact with computers. Therefore, this might explain why practicality turned out to be more critical for the attitudes of non-IT students than their counterparts in this study.…”

Section: Practicalitymentioning

confidence: 99%

Evaluating factors affecting attitudes of IT-intensive and non-IT-intensive students towards e-assessment

Tran

Nguyen²

2023

IJERE

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<span lang="EN-US">Despite the significant shift to distance computer-based test as an inevitable outcome of Industry 4.0 and the public lockdown of COVID-19, little effort has been made to research this new testing mode. To address this issue, this study targets two groups of information technology (IT)-intensive and non-IT-intensive students with an aim of investigating factors that effectively encourage each group to adopt online assessment and whether their majors cause any differences in the students’ attitudes. Based on the student perception of e-assessment questionnaire (SPEAQ) with some slight modifications, a final 28-item survey was formed and distributed to 400 students. Results have shown that the factors of security, and affective factors were the top factors to impact both groups of students, while the impact of validity and practicality varied among the two groups and reliability and teaching-learning were at the bottom. Besides, there were no noticeable differences in the attitudes of students coming from different majors.</span>

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“…Using web-based assessment increases students' positive perceptions as users (Küppers & Schroeder, 2019). The positive perception shown by students on the use of web-based assessment is the ability of students to use technology to support learning anywhere and anytime (Appiah & Van Tonder, 2019). Students' positive perception of web-based assessment shows that web-based assessment supports student evaluation of character as a forum for developing the learning process (Darmaji et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Web-based Character Assessment on Students' Character Outcomes: A Review on Perception and Gender

Asrial

Syahrial

Kurniawan

et al. 2023

J. Technol. Sci. Educ.

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This study aims to see the effect of students' perceptions on the results of character assessment using a gender-based web-based assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (Anova and Linear Regression). The results of this study indicate that the perceptions of male and female students affect the results of character assessment, this is indicated by the results of a linear regression test with a significance value of 0.001 for both sexes. This is a supporting indicator in the implementation of web-based assessments apart from the real-time benefits and very fast feedback. Therefore, the application of web-based assessment to measure student character is good for use in learning which is indicated by good student perceptions of its application.

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Students’ Perceptions of E-assessment at a Higher Education Institution

Cited by 20 publications

References 21 publications

The Shift to Online Assessment Due to COVID-19: An Empirical Study of University Students, Behaviour and Performance, in the Region of UAE

The Shift to Online Assessment Due to COVID-19: An Empirical Study of University Students, Behaviour and Performance, in the Region of UAE

Evaluating factors affecting attitudes of IT-intensive and non-IT-intensive students towards e-assessment

Implementation of Web-based Character Assessment on Students' Character Outcomes: A Review on Perception and Gender

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