The Impact of Prior Experience of E-Learning and E-Assessment on Students’ and Teachers’ Approaches to the Use of a Student Authentication and Authorship Checking System

Peytcheva-Forsyth, Roumiana; Aleksieva, Lyubka; Yovkova, Blagovesna

doi:10.21125/edulearn.2018.0626

Cited by 8 publications

(7 citation statements)

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“…Academic dishonesty, infrastructure, and students' commitment to submitting evaluations are three of those issues, and they are comparable to those found in [9]. The investigation conducted by [8] also uncovered instances of academic dishonesty and plagiarism [11].…”

Section: Discussionmentioning

confidence: 71%

Challenges in Online Assessment: The Case of Indonesian Teachers

Kurniati

Riyono

Utomo

2023

IJSS

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Since face-to-face classrooms are shifted to online classes, the assessment which is a part of the teaching-learning process is also virtually conducted. This study aims to describe the online assessment tools utilized by teachers when giving online assessments to their students. Moreover, it also investigates the challenges faced by teachers in the implementation of online assessment as well as the solution to respond to those issues. This is a qualitative research design using open-ended questionnaires as the instrument of the research. The participants were 25 teachers from primary schools, junior high schools, and senior high schools in Central Java province Indonesia. The findings of the research show that teachers from elementary schools to senior high schools use a range of online assessment tools when giving their students online evaluations such as Google Forms, WhatsApp, Quippier, Quizzes, and Microsoft Team. When giving online assessments, several difficulties are encountered by teachers at all levels, including poor internet access, academic dishonesty, students’ discipline, and the lack of mobile phones. Teachers have done various actions in response to such problems. For instance, changing the questions from objective to subjective ones, providing internet access, encouraging students to submit their work on time, and visiting the students at home to lend them mobile phones to do assessments if they do not have one.

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Section: Discussionmentioning

confidence: 71%

Challenges in Online Assessment: The Case of Indonesian Teachers

Kurniati

Riyono

Utomo

2023

IJSS

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“…The next group of benefits refers to the e-assessment process itself, as it produces faster actions, increases efficiency and improves the management and streamlining of the assessment process [3,56,67]. The creation of a digital assessment also benefits participants because technologies facilitate the design, submission and correction of tests, as well as the functionality of the tests [49,56,66,68,71,73]. The processing and application, storage and sharing of assessment data are important benefits for educators [49,56,67,68], as well as for institutions, which benefit from cost reductions [3,54].…”

Section: Conditions and Suggestionsmentioning

confidence: 99%

“…Assessing complex, open-ended work is a serious challenge [52][53][54]65,66,70,75]. The next important aspect is the fairness and reliability of the assessment, which is related to unwanted activities such as impersonation, contract cheating and plagiarism; the possibility of the 'hidden' usage of additional materials; and privacy and data security [54,56,59,60,71,73]. Different technological limitations are also a challenge for the educators.…”

Section: Challengesmentioning

confidence: 99%

“…This can be complicated by challenges that apply to both the student and the educator. There are a variety of limitations related to the challenges of digital assessment, i.e., a lack of computer skills and technical support; lack of comfort concerning the assessment process; inadequate training; need for connectivity and support; and limited technology experience [52,61,65,[71][72][73][74]. It is important to be aware of these challenges in order to plan resources for possible solutions.…”

Section: Challengesmentioning

confidence: 99%

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Digital Assessment in Technology-Enriched Education: Thematic Review

Jurāne-Brēmane

2023

Education Sciences

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Digital assessment has become relevant as part of the digital learning process, as technology provides not only teaching and learning but also assessment, including productive feedback. With the rapid development of educational technology and the expansion of related research, there is a lack of research-based clarification of aspects of digital assessment without considering the impact of temporary pandemic solutions. The purpose of this thematic review is to summarize key features in studies over a specified period of time (2018–2021); consequently, it does not offer completely new knowledge, but captures essential knowledge of the last few years before the pandemic to avoid losing a significant aspect of digital assessment due to temporary pandemic solutions. The review results in a description of digital assessment that includes its conditions, opportunities and challenges, as well as other characteristics. The findings confirm the importance of digital assessment in the modern educational process and will increase the understanding of digital assessment among those involved in education (administrators, educators and researchers), inviting them to consider possible pedagogical principles. Furthermore, these findings are now comparable to and should be supplemented with post-pandemic insights and knowledge.

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“…Besides their numerous advantages and conveniences, e-assessment processes may also cause some limitations and ethical problems due to the misperception-misuse of the process. Opportunity for immediate feedback (Rolim & Isaias, 2019), flexibility to provide different feedbacks (Nikou & Economides, 2018), advantages in terms of spatial access (Peytcheva-Forsyth et al, 2018) and the ability to increase opportunities for selfreflection (Whitelock et al, 2015) are some of the unique advantages offered by e-assessment. On the other hand, Peytcheva-Forsyth et al (2018) stated that e-assessment practices also have some inherent challenges such as cheating, copying, plagiarism and fake identity, which may reduce the quality of online learning and assessment.…”

Section: E-assessment Processesmentioning

confidence: 99%

State of Research on E-Assessment in Education: A Bibliometric Analysis

TONBULOGLU

2023

Turkish Online Journal of Distance Education

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This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and Covid-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as Covid-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

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The Impact of Prior Experience of E-Learning and E-Assessment on Students’ and Teachers’ Approaches to the Use of a Student Authentication and Authorship Checking System

Cited by 8 publications

References 0 publications

Challenges in Online Assessment: The Case of Indonesian Teachers

Challenges in Online Assessment: The Case of Indonesian Teachers

Digital Assessment in Technology-Enriched Education: Thematic Review

State of Research on E-Assessment in Education: A Bibliometric Analysis

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