Teacher's Opinions on Using Web-Based E-Assessment and Evaluation Applications in Education (original) (raw)

A Dilemma on "Web-based/Mobile Assessment" by or for Teachers: A Content Analysis

2017

The aim of this study was to examine the research of open access studies conducted and published in ‘Web of Science’ indexed electronic journals and publications, as well as Master & Doctorate level open thesis studies from PQDT Open, OADT Org., EthOS and Council of Higher Education Thesis Center-Turkey on “web based/mobile teacher assessment”. The total number of articles reached was 1330. According to the results depending on selected variables, there is a clear, steady increase in the number of publications on this subject throughout the years, and researchers from USA are the clear leaders in the order list; followed by UK, China, Australia and Taiwan. The leading universities are from USA, Taiwan and UK as well. “Articles”, “Proceeding Papers” and “Meeting Abstracts” are the most preferred document types used. Following the number of articles on “computer science” and “engineering” research areas, articles classified to “Educational Research” areas are popular as well. Interest...

Transformation of 21st Century Educational E-Assessment Integrated by Secondary Teachers of Bagacay National High School: A Descriptive Study on Opportunities and Challenges of New Curriculum

Psychology and Education: A Multidisciplinary Journal, 2024

The integration of 21st-century educational e-assessment methods by secondary teachers holds immense potential for transforming teaching and learning practices. Prior to the pandemic and new curriculum, traditional assessment methods faced challenges, such as the need to maintain social and physical distancing and conduct in-person tests and examinations. Consequently, the popularity and utilization of electronic assessments surged. As the world transitions post-COVID-19, there is ongoing debate regarding the merits of returning to traditional assessment approaches versus integrating online assessment methods. Thus, this descriptive study aims to describe the opportunities and challenges associated with the utilization of e-assessment in the context of a public secondary high school. With a focus on practicality, authenticity, consistency, and transparency, the study examines the perspectives of 30 secondary teachers actively engaged in utilizing digital assessment tools. Through a meticulously designed questionnaire based on the Alternative Digital Assessment Theory and prACT framework, the study gathers insights into the perceived opportunities and challenges faced by teachers in integrating e-assessment into their pedagogical practices. The findings reveal a generally positive outlook among teachers towards the opportunities presented by e-assessment, particularly in terms of transparency and consistency. Teachers strongly agree that digital assessment methods enhance transparency by promoting open communication and collaboration between students and educators, while also ensuring consistency in feedback provision and grading practices. However, challenges related to practicability emerge as significant concerns, with limited technological infrastructure and training posing obstacles to the seamless implementation of e-assessment. Additionally, the study identifies age-related variations in teachers' perspectives on the challenges posed by e-assessment.

Developing Pedagogical Principles for Digital Assessment

education sciences, 2024

Digitalization has been a widely discussed topic in recent years, and it has entered various areas, including education. The issue of identifying and applying pedagogical aspects in digitalization has not been sufficiently discussed in the literature. This deficiency is particularly obvious in terms of assessment, an integral part of the education. Assessment is one of the most important aspects in managing education environments. The research data were obtained by combining two methods: ten pedagogical practices were examined that utilized various technologies in assessment already in use before the pandemic; data from the previous focus group discussions were reviewed regarding to pedagogical principles. A concept map was used in formulating the principles. Finally, the Delphi method with five experts from four counties was applied to obtain an expert view. As a result, five pedagogical principles of digital assessment were developed: (1) the clear purpose of the assessment and explicit criteria; (2) choice of adequate technology; (3) sufficient digital competence and technological equipment; (4) use of technological opportunities; (5) consistent analysis and use of assessment data. This is especially important given the need to demonstrate the appropriate and full use of technology. Those pedagogical principles contribute to a shared understanding between stakeholders in education.

Teacher’s Attitudes towards Electronic Examination - a Qualitative Perspective

International Journal of Learning and Teaching

The objective of this paper is to present new research on teacher perspective on electronic examinations and their use in a university environment. The motivation for this lecturer-centered research stems from the fact that most articles concerning e-exams contain research with regard to students and their performance while taking part in this type of tests. In order to obtain information about their attitude towards e-exams eight lecturers from a private Polish university with different backgrounds were interviewed in detail. This qualitative research determined the main advantages and disadvantages of performing electronic exams instead of traditional pen and paper exams. Those factors were divided into four main groupsadvantages and drawbacks concerning the process of preparation this kind of exams, process of conducting them, process of assessment and also some general statements. According to the conducted research, introducing electronic exams at the university has a lot of positive impacts on lecturer work. In most of the cases it saves a lot of professor's time and effort. The lecturer does need to create many different groups of the test, as the questions can be randomly assigned from the databases. Answers for closedended questions are automatically checked, while those for open-ended questions are easy to read. However, at the same time it is very important for the university to provide suitable conditions for lecturers to enable them to conduct eexams in teachers-friendly manner, such as-proper classroom equipment or technical support. 

Teachers’ Attitudes Towards the use of E-assessment – Results From a Survey in Bulgaria

Procedia - Social and Behavioral Sciences, 2015

In this study we perform the results from a survey conducted among teachers of Mathematics, Computer science (Informatics) and Information technology (ICT) in Bulgarian schools concerning methods and technological tools for competencies assessment. The obtained results confirm the necessity of developing suitable ICT-based tools for competency assessment-such as simulation-based objects, game-based objects, popularisation of existing technological decisions as well improving teachers' competencies and skills in implementing contemporary and various tools for assessment of competencies.

Pre-service English Teachers’ Perceptions of Web-based Assessment in a Pedagogical Content Knowledge Course

Pre-service English Teachers’ Perceptions of Web-based Assessment in a Pedagogical Content Knowledge Course, 2014

Many e-learning experts and educational technologists emphasize that e-assessment can play an important role in improving the quality of student learning experiences, particularly in higher education. However, there still seems to be a need for investigating what students think and feel, and learning context-specific issues. This study examined pre-service English teachers’ perceptions of web-based assessment within a pedagogical content knowledge course (Approaches to ELT II) that they took in an English language teacher training program at a major state university in Ankara. It also aimed to explore individual differences by gender and the time spent using the Internet, as well as the relationship between their GPAs and perceptions. Fifty student teachers enrolled in the Approaches to ELT II course rated the statements in a 5-point Likert scale. The qualitative data were also collected through interviews. The results indicated that although the participants did not seem to fully appreciate the use of web-based assessment and showed some lack of interest to use this form of assessment in their future classes, they displayed a positive computer attitude and positive perception towards ease of use of web-based assessment for their course. They did not favor a shift to a fully web-based form of assessment, but more students preferred a web-based assessment in combination with paper-based assessment than having only paper-based tests. Factors such as frequency of internet usage and level of computer literacy were also found to have significant impact on the students’ attitudes towards web-based assessment. Keywords: Web-based Assessment; Perceptions; Pre-service English Teachers; English Teacher Education

Information and Communication Technology (ICT) and Its Practice in Educational Evaluation

2019

The ways in which pedagogical practices have evolved and how to understand the teaching and learning process are different. With the use of the Internet, the sources of information and evaluation are amplified, and educational agents within virtual education play an important role, reflecting on a new paradigm of learning and knowledge construction. From the theoretical review carried out in this document, aspects for virtual education and the tendency to an evaluative practice that does not deal exclusively with the classroom are exposed, since the intercommunication tools become and contribute to a new pedagogical practice focused on learning, giving rise to a more active role for students.

The Digitalization of Learning Assessment

Proceedings of International Conference on Multidiciplinary Research, 2022

Assessment is recognized as significant in the world of education. The field of assessment is seen as one of the most difficult areas to reform due to the various challenges faced by teachers and students during the process of learning. Changes to digital technology in teaching and learning activities have influenced the assessment process in all educational institutions. Current assessment method that is mainly summative is often described as outdated compared to the development of the current world of education which focuses on outcome-based education (OBE). In general, the development of digital technology has changed the implementation of teaching and learning activities which also involves learning assessment. New technologies and tools have long been seen as a new possibility for assessment due to their features or capabilities that are potentially beneficial as they offer a more holistic, immediate and engaging assessment experience. Nevertheless, past studies have concluded that the use of digital technology is not yet 'transformative' due to its limited innovation and because its use is still linked to traditional assessment methods. In general, this paper will address the digital technology in teaching practice and the assessment of learning.

Qualitative differences in academics' conceptions of e-assessment

Assessment and Evaluation in Higher Education, 2019

The paper reports the results of a phenomenographic study on academics' conceptions of e-assessment. A cohort of twenty-one academics from seventeen disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-assessment; e-assessment was seen as a means of: (a) efficiently managing and streamlining the assessment process (b) facilitating dialogue and student engagement (c) enhancing student learning, and (d) developing (digital) identity and the community. Six interrelated dimensions of variation were also established: the benefit of e-assessment, the role of the assessing teacher, the role of the assessed student, the role of the medium, the purpose, quality and level of collaboration, and, finally, the relationship between e-assessment and teaching and learning. The results thematise how university teachers relate to technology-enabled assessment and represent incrementally expanding levels of agency within relatively recent, often hybrid assessment milieus. More importantly, the reported dimensions of variation can be utilised to inform which aspects of e-assessment warrant further attention for the improvement of formative and summative assessment design and practice.

Digital Assessment Resources in Primary and Secondary School Classrooms: Teachers’ Use and Perceptions

International Journal of Interactive Mobile Technologies (iJIM), 2019

This short article reports on teachers’ use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that encouraged teachers to use Kahoot! and ZipGrade as digital assessment tools including the creation of fun learning environment, practicality, automated scoring and direct feedback. Despite these benefits, two critical challenges were addressed by teachers when incorporating the digital application at school such as the school context as well as teachers.