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Journal articles on the topic 'Online assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Husain, Farhat N. "Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators." International Education Studies 14, no. 10 (September 18, 2021): 65. http://dx.doi.org/10.5539/ies.v14n10p65.

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Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.

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Wang, Ping An. "Assessment of Asynchronous Online Discussions for a Constructive Online Learning Community." International Journal of Information and Education Technology 5, no. 8 (2015): 598–604. http://dx.doi.org/10.7763/ijiet.2015.v5.575.

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Zaitun, Zaitun, Rochmiyati Rochmiyati, and Pargito Pargito. "Assessment Online Learning At Elementary School." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 3 (August 28, 2021): 663–67. http://dx.doi.org/10.51276/edu.v2i3.186.

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This study aims to determine the assessment model for online-based elementary school teachers during the Covid-19 pandemic. This research was carried out at SDN 2, Palas District, South Lampung Regency. The research method used in this study is a qualitative research method with a descriptive study approach. The data collection techniques used are through questionnaires and interviews. The results showed that the online assessment in elementary schools during the Covid-19 pandemic was carried out through: assignments, daily exercises (oral tests), written tests and portfolios. From the various types of assessments carried out, it turns out that there are several obstacles, from the results of interviews that have been conducted, the obstacles experienced in online assessments are skills and attitude assessments to overcome the obstacles regarding online assessment, it still needs to be developed again, namely self-assessment and parental assessment to help solve problems regarding attitude and skill assessment.

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Holland, Glenda, Thillainatarajan Sivakumaran, Marcus Dewayne Dawson, Lacy Davis, Yung Yu Choi, and Ashley Absher. "Online Teaching Needs Assessment." i-manager's Journal on School Educational Technology 6, no. 2 (November 15, 2010): 20–24. http://dx.doi.org/10.26634/jsch.6.2.1308.

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Chaudhary, Khyati, and Priyanka Sahu. "Online Assessment Examination System." RIET-IJSET: International Journal of Science, Engineering and Technology 3, no. 1 (2016): 65. http://dx.doi.org/10.5958/2395-3381.2016.00008.3.

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Cleaver, T. G., and L. M. Elbasyouni. "Student Online Assessment Behaviors." IEEE Transactions on Education 48, no. 3 (August 2005): 400–401. http://dx.doi.org/10.1109/te.2004.842886.

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Spivey, Michael F., and Jeffrey J. McMillan. "Classroom Versus Online Assessment." Journal of Education for Business 89, no. 8 (November 4, 2014): 450–56. http://dx.doi.org/10.1080/08832323.2014.937676.

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Woit, Denise, and David Mason. "Effectiveness of online assessment." ACM SIGCSE Bulletin 35, no. 1 (January 11, 2003): 137–41. http://dx.doi.org/10.1145/792548.611952.

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Gray, Len, and Richard Wootton. "Comprehensive geriatric assessment ‘online’." Australasian Journal on Ageing 27, no. 4 (December 2008): 205–8. http://dx.doi.org/10.1111/j.1741-6612.2008.00309.x.

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Hamann, Kerstin, Philip H. Pollock, Gary E. Smith, and Bruce M. Wilson. "Online Teaching and Assessment." PS: Political Science & Politics 49, no. 01 (January 2016): 107–10. http://dx.doi.org/10.1017/s104909651500133x.

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Voelker, R. "Online Risk Assessment Expands." JAMA: The Journal of the American Medical Association 284, no. 4 (July 26, 2000): 430—b—430. http://dx.doi.org/10.1001/jama.284.4.430-b.

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Rocco, Stevie. "Online assessment and evaluation." New Directions for Adult and Continuing Education 2007, no. 113 (2007): 75–86. http://dx.doi.org/10.1002/ace.249.

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Chinnathambi, Kodhandaraman, Latha Anandan, and Chokri Mohammed Yousuf Ayari. "Online Teaching and Online Assessment: A Critical Study." ECS Transactions 107, no. 1 (April 24, 2022): 4099–106. http://dx.doi.org/10.1149/10701.4099ecst.

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The COVID-19 outbreak forced educational institutions to close, and it had a wide range of consequences. As a stopgap measure, online education is being used around the world. Although it has its own drawbacks and advantages, this change has provided a way for students to continue their education despite the pandemic. Policies were made to accommodate the alternative pedagogical and assessment methods. At this stage, it is essential to study to what extent these alternative teaching and assessment methods are effective. Hence this study investigates teachers’ opinions of online teaching and online assessment during the COVID-19 pandemic adopting quantitative research methodology. Teachers' responses were gathered via a structured questionnaire (N=55) and the respondents were the teachers of English, University of Technology and Applied Sciences-Ibra, Oman. The study results have implications for policy redirections. It's clear from the study's results that online instruction and assessment worked well during the COVID-19 outbreak.

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Rasmussen, Karen L., and Pamela T. Northrup. "Situated Learning Online: Assessment Strategies for Online Expeditions." Diagnostique 25, no. 1 (October 1999): 71–82. http://dx.doi.org/10.1177/073724779902500108.

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BĂLAN, Florina. "LEARNING AND ASSESSMENT IN ONLINE ENVIRONMENT. A PEDAGOGICAL DIALECTIC." Pro Edu. International Journal of Educational Sciences 4, no. 7 (June 27, 2022): 54–62. http://dx.doi.org/10.26520/peijes.2022.7.4.54-62.

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In a traditional, classical approach, learning can be perceived as a continuous, logical and reasoned progress on a well-defined topic. It is obvious that learning through digital technology has a different aspect, mainly using technical support, focusing on shared learning, but also on cooperation between teacher and student.

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Petrisor, Marius, Marius Marusteri, Dan Simpalean, Emilian Carasca, and Dana Ghiga. "Medical Students’ Acceptance of Online Assessment Systems." Acta Medica Marisiensis 62, no. 1 (March 1, 2016): 30–32. http://dx.doi.org/10.1515/amma-2015-0110.

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AbstractObjective: The increased use of computers in education lead to computerized assessments, especially web-based assessment systems The aim of this study is to evaluate students’ acceptance of being evaluated using an online web-based assessment system. Methods: A transversal study was performed where a sample of students that used and were accustomed to an online assessment system were asked to fill in a short questionnaire and evaluate its use. Results: The questionnaire items responses show students’ preference for online assessment, as opposed to other assessment forms, like oral examination or classical pen and paper examination. Also it is noticeable the increase in the student number that prefer the online assessment as we move up through one year of study to the next. Conclusions: The study revealed a high level of acceptance for the online multiple choice questions test as an assessment method. Students’ opinion is that online tests are better suited for knowledge assessment and are more objective.

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O'Shea, John, Margaret Coleman, Saad Mahdy, Mel Corbett, and Ger Curley. "Evaluation of an online preoperative assessment tool." BMJ Innovations 6, no. 4 (June 29, 2020): 127–31. http://dx.doi.org/10.1136/bmjinnov-2019-000344.

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Triaging patients into and away from preoperative assessment clinics remains a challenge. Anaesthesia Preoperative Assessment Tool (APAT) is a web application that delivers an online 22 question survey to patients at home, and uses an artificially intelligent algorithm to stratify patient risk and identify the need for non routine preoperative investigation and intervention. We assess APATs accuracy and patient acceptability in this prospective observational study. Patients were recruited at preoperative assessment clinic, where they were assessed by a consultant anaesthetist. Anaesthetist (ASA) grade, need for nonstandard investigation and intervention were recorded (gold standard). Patients were invited to complete an APAT assessment on their PC or smartphone at home, and the results of both assessments compared. 22 patients completed conventional clinical assessment by consultant anaesthetist and online assessment by APAT. APAT score correlates with clinicians ASA grade (rτ=0.6075, p=0.0008). APAT predicts patient risk group (misclassification rate of 0%, Area Under the Curve (AUC)=0.9825). APAT predicts the need for additional investigation (AUC=0.8077) and preoperative intervention (AUC=0.7193). Online assessment was acceptable to 92% of patients. Our findings support the hypothesis that APAT accurately predicts patients perioperative risk and predicts the need for investigation and intervention. Further studies are needed to confirm that APAT may be used to identify ASA 1 and 2 patients who could safely bypass preoperative assessment clinic.

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Guyosiddinovna, Radjabova Gulnoza. "Instructional Delivery And Assessment Strategies For Online Learning In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 12 (December 17, 2020): 54–61. http://dx.doi.org/10.37547/tajssei/volume02issue12-11.

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This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real interactions between learners and teacher complicated the challenge of understanding the content of courses. The results point out that further development of the course design and assessment strategies are necessary.

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Quang, Ho Nhut, and Ha Minh Tri. "Conducting an online synchronous interview: Implications for online assessment." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 12, no. 1 (June 21, 2022): 3–13. http://dx.doi.org/10.46223/hcmcoujs.soci.en.11.2.2106.2021.

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This paper highlights key points and practicalities regarding using online interviews using a recently completed undergraduate thesis as a case study. This case entitles “The consumers’ perceptions towards green products in food and beverages sector in Ho Chi Minh City.” Online interviewing using Google Meet has become one of the most common data collection methods in Vietnam as it is reasonably easy to use, provides almost all the required functionalities for online research, and is free of charge. Inspired by the experiences and practices from the case study, this paper is intended for use in online research methods and provides implications for application in online assessment.

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Goertler, Senta, and Adam Gacs. "Assessment in Online German: Assessment Methods and Results." Die Unterrichtspraxis/Teaching German 51, no. 2 (September 2018): 156–74. http://dx.doi.org/10.1111/tger.12071.

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Joglar, Nuria, Diego Martín, J. Manuel Colmenar, Iván Martínez, and J. Ignacio Hidalgo. "iTest: online assessment and self‐assessment in mathematics." Interactive Technology and Smart Education 7, no. 3 (September 7, 2010): 154–67. http://dx.doi.org/10.1108/17415651011071622.

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LeGrow, Maryanne R. "Prior Learning Assessment: Online PLA Portfolio Assessment Course." Journal of Continuing Higher Education 56, no. 2 (April 2008): 60–63. http://dx.doi.org/10.1080/07377366.2008.10400156.

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Joshi, Anuradha, Amrit Virk, Shaista Saiyad, Rajiv Mahajan, and Tejinder Singh. "Online assessment: Concept and applications." Journal of Research in Medical Education & Ethics 10, no. 2 (2020): 49. http://dx.doi.org/10.5958/2231-6728.2020.00015.3.

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Emde, Marc. "Online-Assessment als sinnvolles Instrument." Call Center Profi 7, no. 5 (October 2004): 50–52. http://dx.doi.org/10.1007/bf03253960.

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Chaitanya Krishna, B., P. Sai Mounish, U. Vinay Kumar, and A. Divya Mallika. "Online Business Site Quality Assessment." International Journal of Engineering & Technology 7, no. 2.7 (March 18, 2018): 838. http://dx.doi.org/10.14419/ijet.v7i2.7.11078.

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Online business is seen as a splendid alternative for associations to accomplish new customers. Now and again, various web-based business destinations will be small life time. The achievement of the small stores will be having some minor issues majorly on the quality metrices of the product, as it will a flighty game plan. Our paper portrays the pertinent game plan of online business site quality metrics in view of writing. Research was endeavored to affirm and set up the appropriate essential of those qualities. The results are gained from an item quality assessment demonstrate

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Garcia, Carmen I. Reyes, and F. Sosa Moreno. "Assessment of the online forum." International Journal of Innovation and Learning 9, no. 3 (2011): 260. http://dx.doi.org/10.1504/ijil.2011.039342.

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Fabianic, David. "Online instruction and site assessment." Journal of Criminal Justice Education 13, no. 1 (March 2002): 173–86. http://dx.doi.org/10.1080/10511250200085401.

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Christie, Kathy. "Online Assessment: Moving beyond ‘Gotcha’." Phi Delta Kappan 83, no. 6 (February 2002): 426–84. http://dx.doi.org/10.1177/003172170208300603.

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Buchanan, Tom. "Online assessment: Desirable or dangerous?" Professional Psychology: Research and Practice 33, no. 2 (April 2002): 148–54. http://dx.doi.org/10.1037/0735-7028.33.2.148.

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Ni, M., J. D. McCalley, V. Vittal, and T. Tayyib. "Online Risk-Based Security Assessment." IEEE Power Engineering Review 22, no. 11 (November 2002): 59. http://dx.doi.org/10.1109/mper.2002.4311832.

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Kang, Yin, and Lina Zhou. "Helpfulness Assessment of Online Reviews." ACM Transactions on Management Information Systems 10, no. 3 (November 28, 2019): 1–18. http://dx.doi.org/10.1145/3365538.

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Yuliastuti ES, Eko, and Helmiatin Helmiatin. "STUDENT ACTIVITIES IN ONLINE ASSESSMENT." Asian Association of Open Universities Journal 5, no. 1 (March 1, 2010): 10–17. http://dx.doi.org/10.1108/aaouj-05-01-2010-b002.

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Universitas Terbuka (UT) in Indonesia provides a number of tutorial services to its students. The models of tutorial services are correspondence and face-to-face tutorials, tutorials through radio, written tutorials through internet, and written tutorials through the integration of fax-internet. Some of those models use the internet, such as the online tutorial. To improve the student's knowledge, UT also provides online assessment (OA). One of the intentions of online assessment is to help student to practice their ability in answering the final examination. At first, online assessment was called self-test. The self-test gives 15% contribution to the final scores. UT has provided online assessment since 2007. The online assessment could be accessed at http://student.ut.ac.id.The online assessment doesn't give a score or contribution to the final score. At this time, UT has uploaded 457 subjects of online assessment from 862 subjects at all faculties, or 53,02%. The Faculty of Teaching and Educational Studies has 247 OA, Faculty of Economics has 54 OA, Faculty of Social and Political Science has 57 OA, and Faculty of Mathematics and Natural Science has 99 OA. This study is to evaluate student activities and the development of the subject in online assessment. Results showed that in the second period of 2008, the Faculty of Teaching and Educational Studies has uploaded 185 OA, the Faculty of Economics has uploaded 51 OA, the Faculty of Social and Political Science has uploaded 24 OA, and the Faculty of Mathematics and Natural Science has uploaded 77 OA. From the information we could observe the development of the online assessment from year 2008 until the first period of 2009. The faculties have the online assessment target until the first period of 2009. The data show that in 2009, the Faculty of Economics targeted 53 of the subject has OA, while the Faculty of Social and Political Science has 124 OA, the Faculty of Teaching and Educational Studies targeted 195 OA, and the Faculty of Mathematics and Natural Science targeted 101 OA. Universitas Terbuka (UT) with an open and distance learning system, provides an alternative study program for students with inexpensive cost. The information and communication technology facilitates students to study trough the internet. But only 3 or 4 %of the students take this opportunity.

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McNAMARA, DAMIAN. "Online Depression Assessment Tool Validated." Clinical Psychiatry News 38, no. 9 (September 2010): 9. http://dx.doi.org/10.1016/s0270-6644(10)70338-6.

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Senior, Kathryn. "Online assessment of cancer prognosis." Lancet Oncology 8, no. 9 (September 2007): 771–72. http://dx.doi.org/10.1016/s1470-2045(07)70272-3.

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García Lozano, Marianela, Joel Brynielsson, Ulrik Franke, Magnus Rosell, Edward Tjörnhammar, Stefan Varga, and Vladimir Vlassov. "Veracity assessment of online data." Decision Support Systems 129 (February 2020): 113132. http://dx.doi.org/10.1016/j.dss.2019.113132.

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Lei Wang and K. Morison. "Implementation of online security assessment." IEEE Power and Energy Magazine 4, no. 5 (September 2006): 46–59. http://dx.doi.org/10.1109/mpae.2006.1687817.

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Ming Ni, J. D. McCalley, V. Vittal, and T. Tayyib. "Online risk-based security assessment." IEEE Transactions on Power Systems 18, no. 1 (February 2003): 258–65. http://dx.doi.org/10.1109/tpwrs.2002.807091.

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Amer, Adan, Gaganpreet Sidhu, Zhao Bo, and Seshasai Srinivasan. "A Short Review of Online Learning Assessment Strategies." International Journal of Pedagogy and Teacher Education 6, no. 2 (October 30, 2022): 89. http://dx.doi.org/10.20961/ijpte.v6i2.66579.

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<p class="Abstract"><span lang="EN-ZA">The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.</span></p>

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Azam, Fahad, Abida Shaheen, Khurram Irshad, Nismat Javed, and Madiha Ata. "Trends of undergoing formative assessment in undergraduate medical students." Journal of Shifa Tameer-e-Millat University 1, no. 1 (January 16, 2019): 21–26. http://dx.doi.org/10.32593/jstmu/vol1.iss1.34.

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Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores. Methodology: A prospective cohort study was conducted on 100 medical students from 3rd year in November 2016 and July 2017. The data was collected using SPSS software and analyzed by T-tests and descriptive tables. Results: The mean summative score of students who took an online formative assessment in a module was significantly higher compared to mean score of students who did not take formative assessment. Mean summative score of another group of students who took an online formative assessment in a different module was statistically different than mean score of students who did not take formative assessment (p- Value = 0.00). Conclusion: Online formative assessment is an effective tool for improving student’s performance in the summative assessment.

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Handayani, Fitri, and Hermawati Syarif. "Online Writing Assessment during the Covid-19 Pandemic: Challenges, Options and Scenarios." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 64–73. http://dx.doi.org/10.24036/icolp.v1i1.22.

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Assessment is at the core of the teaching process. It shapes students’ understanding of the curriculum and determines their ability to progress. Choosing an assessment strategy is an important aspect of the curriculum planning process. Hence, in the context of this shift from face-to face learning to full-time online learning, several challenges arose including how to develop online writing assessment to the students. In particular, online assessment of students’ writing has become an unprecedented new situation for many English lecturers. The transition from face-to-face assessment to online assessment has been a new experience for many English lecturers who have never applied it before nor have background knowledge of its mechanisms and methods. The issue has raised an important point for English teaching practitioners and course designers regarding the strategies and challenges of this mandatory mode of assessment. From this perspective, the purpose of this paper is to provide an overview of online writing assessments in the COVID-19 pandemic era, including challenges faced by lecturers in conducting online assessments, as well as a set of recommendations for designing online assessment mechanisms and strategies that will result in a fair assessment process for all.

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Lee, Kok Yueh, David Hassell, Shana Mat Salleh, and Thulasimani Munohsamy. "Online-based Rubric for Peer Assessment: Effectiveness and Implications." SALTeL Journal (Southeast Asia Language Teaching and Learning) 4, no. 2 (July 10, 2021): 14–24. http://dx.doi.org/10.35307/saltel.v4i2.76.

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This study investigates using technology to promote authentic and meaningful learning in applying a peer assessment rubric for a public speaking assessment in a higher education institution in Brunei Darussalam. Three hundred six undergraduates from Universiti Teknologi Brunei's Schools of Business, Computing, and the Engineering Faculty conducted the assessments in real-time using online-based rubrics accessible via their smartphones or laptops. Comparisons were made between the lecturers' marks and students for each rubric criterion, and a set of questionnaires was distributed to investigate students' perceptions toward the peer assessment after the assessment. The results indicated a variable discrepancy between assessments by the lecturers and students for the rubric criteria. While in some disciplines, peer marking was found to overmark compared to the lecturer by more than 15%, in other cases, the marks were similar. Comparison between peer and lecturer assessment indicated that the level of agreement was sensitive to the lecturer, but less so between student cohort when assessed by the same lecturer. When differences were observed, there was no apparent discrepancy in an agreement between aspects of the rubric which evaluated content or delivery. Studentsâ€™ feedback revealed a positive response towards peer assessment but highlighted issues surrounding the technological aspects of the implementation process.

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Oyedotun, Temitayo Deborah. "QUIZZING ONLINE: PERSPECTIVES AND IMPACTS." Education, Sustainability & Society 5, no. 1 (January 15, 2022): 14–20. http://dx.doi.org/10.26480/ess.01.2022.14.20.

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In a virtual learning environment enforced by the pandemic, assessments are equally administered online using the technology tools available on the different learning management systems (LMS). Assessment is pivotal in the learning process and the many benefits of online quizzes according to research, show that it inspires, motivates active learning and thinking, and enhances better performance and feedback compared to the dated pen and paper form of assessment. In the light of this, this study examines students’ perspectives on Online quizzing and tries to understand the impacts of such form on their performances. A quantitative approach was employed, and it is interesting to note that of the 127 students of the University of Guyana that responded to the survey shared via Google Forms, students’ perspectives towards online quizzing are generally positive and the majority prefer online quizzing to paper-based assessment. Respondents noted that online quizzing measures evaluation appropriately as most of them have recorded positive impacts on their performances. Students noted that they get assistance online which implies cheating is unavoidable. The findings also show that the Multiple choice (MC) form of quizzing online is mostly preferred by students compared to other forms. In literature, there are lots of claims against the MC questions. One such is that they evaluate low thinking capabilities and thus, all forms of assessment should be used in an online examination to achieve better learning outcomes. The findings gathered prompted lots of educational discussions juxtaposed by claims and secondary supports. Recommendations were made with the emphasis on the availability of better internet, critically prepared MC questions and other assessments, provision of sufficient time while quizzing online, and proctored online tools usage. In conclusion, the evidence in the research proves that Online quizzing is beneficial in 21st-century learning; however, more needs to be done for the betterment of educational advancement.

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Alenezi, Saud Mohammed. "Tertiary level English Language Teachers' Use of, and Attitudes to Alternative and Online Assessments during the Covid-19 Outbreak." International Journal of Education and Information Technologies 16 (January 5, 2022): 39–49. http://dx.doi.org/10.46300/9109.2022.16.4.

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This study aims to investigate the English language teachers’ perceptions and attitudes towards the use of alternative and online assessments adopted during the Coronavirus (Covid-19) outbreak, in Saudi Arabia. The current study employs a descriptive method, and the data were collected using a survey questionnaire, which consists of 33 closed-ended and four open-ended questions. The participants were 102 (46 male and 56 female) teachers of English at Northern Border University, Saudi Arabia. The questionnaires were administered online via Google Form. The data were analyzed using descriptive statistics for quantitative responses, whereas content analysis was used to analyze the qualitative responses collected from the open-ended questions. The findings revealed that the teachers had mixed reactions towards alternative and online assessments. The online assessments adopted were in form of both alternative and traditional types, administered via Blackboard. It was found that portfolios and oral presentations were the most frequently used forms of alternative assessments by the English language teachers at the time of Covid-19. Other types of alternative assessments, including, online collaborative/peer assessment, self-assessment, virtual concept map, concept map, article review, and mini-project, were claimed to be less used by the teachers. However, the teachers’ top priority was summative assessment, where by the traditional exams were in fact still be used in online assessment. In addition, teachers reported constraints related to time for the assessments, need for computer literacy, possibility of cheating, and technical issues, when adopting online assessments. However, they believed online assessment covered the content of the course of study. Teachers also reported that students did not initially like online assessment but later warmed to it as it proved easier to do well in. Finally, pedagogical implications are discussed based on the study findings.

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Sudakova, Natalia E., Tatyana N. Savina, Alfiya R. Masalimova, Mikhail N. Mikhaylovsky, Lyudmila G. Karandeeva, and Sergei P. Zhdanov. "Online Formative Assessment in Higher Education: Bibliometric Analysis." Education Sciences 12, no. 3 (March 14, 2022): 209. http://dx.doi.org/10.3390/educsci12030209.

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Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, Assessment & Evaluation in Higher Education and Computers & Education are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word “e-assessment, e-learning, assessment, moodle” appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for “online assessment”. The subject is comprised of three components: “distance learning”, “accessibility”, and “assessment design”. The most important topics were “e-assessment”, “higher education”, and “online learning”. According to the country participation network, the USA and UK were the two main centers.

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Dewa, Mendon. "Use of DMAIC methodology to enhance online delivery and assessment during and beyond the COVID-19 pandemic." Scholarship of Teaching and Learning in the South 6, no. 2 (August 27, 2022): 100–116. http://dx.doi.org/10.36615/sotls.v6i2.212.

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COVID-19 prompted a radical shift in many universities globally, from contact lectures to adoption of online learning and assessment. A university of technology in South Africa has similarly undergone this transition of adopting an online learning and assessment platform. However, there have been many challenges faced in ensuring integrity of online assessments and ensuring that learning outcomes are addressed. This study aims to investigate the factors that inhibit reliability and effectiveness of online assessment during and beyond the COVID-19 pandemic in a department of industrial engineering at a university of technology in South Africa. The study sample consisted of 80 third-year students enrolled in a Production Engineering course. A five-stage Define-Measure-Analyze-Improve-Control (DMAIC) methodology was used to identify the factors that influenced the reliability and effectiveness of online assessment and, thereafter, to improve the online assessment process. The results demonstrate that there was room for improvement in the online learning environment, which in turn led to more authentic assessment and better academic performance by the students. Recommendations are made regarding strategies that could enhance the integrity of online assessments and minimise cheating while ensuring that learning outcomes are addressed.

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Schmidt, LeAnne J., and Michael DeSchryver. "The Role of Digital Application Literacy in Online Assessment." Journal of Educational Technology Systems 50, no. 3 (December 3, 2021): 356–78. http://dx.doi.org/10.1177/00472395211052644.

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As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

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Pinchera, Anne Marie, and Victoria M. Ferrara. "Prior Learning Assessment: Designing an Online Portfolio Assessment Program." Journal of Continuing Higher Education 54, no. 1 (January 2006): 48–51. http://dx.doi.org/10.1080/07377366.2006.10400092.

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Yulia, Astri, Nor Azilah Husin, and Faiz I. Anuar. "Channeling assessments in English language learning via interactive online platforms." Studies in English Language and Education 6, no. 2 (October 1, 2019): 228–38. http://dx.doi.org/10.24815/siele.v6i2.14103.

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Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

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Lee, Young Hee. "Case Analysis of the Operation Status and Assignment Performance for the Students’ Assessment in Online Classes of the University." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 393–411. http://dx.doi.org/10.22251/jlcci.2022.22.20.393.

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Objectives The study was to investigate the operating status and the assignment performance for the students’ assessment in the online classes of the university located in the metropolitan area and then identify the principles and categories of the assignment performance assessments in the online classes by analyzing the features of best cases that students are highly satisfied with. Methods For doing this, 1,062 students were surveyed to investigate the operating status for the assessments in their online classes in 2021 at the university. Also, the assignments of the best 9 online classes were analyzed and 4 instructors of the classes were interviewed to identify the key principles and characteristics of the performance assessment. Results First, according to the survey both the test type of examination and assignment performance assessments were implemented in the online classes for the past semester and the implementation of the assessments was recognized positively by most students. Second, most of online examinations were conducted by real-time video test through the online Learning Management System(LMS) and then the students were satisfied with the LMS. Third, the performance assessments of the online classes were conducted in many different ways but most of the assessments were long-term period assignments with the rubrics of the assessments. Fourth, the assignment performance assessments were effective to prevent the spread of COVID19 as well as the improvement of students’ learning by implementing the assignments. Fifth, the principles and types of assignments performance assessment were identified in several different categories based on the contents and methods of the performance assessments by analyzing the assignment from the 9 online classes. Conclusions It seems that the assessments in the online classes responding to the COVID-19 were implemented in effective ways through the online LMS. The students’ perception about the assessment in the online classes was quite positive and also many types of assignments performance assessments were developed by the instructors to enhance the competence of students during the semester of distance classes.

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Lisyowati, Wanda, Wiyaka Wiyaka, and Entika Fani Prastikawati. "English Teachers’ Conceptions of Formative Assessment in Online Teaching." Language Circle: Journal of Language and Literature 16, no. 1 (October 10, 2021): 177–86. http://dx.doi.org/10.15294/lc.v16i1.29998.

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Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.

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