Students' Preferences in Online Assessment Process: Influences on Academic Performances (original) (raw)
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Traditional format of assessment, paper and pencil testing involves human errors in the evaluation phase and this decreases the fairness of assessment. E-assessment is a good technique to remove the human errors involved in paper and pencil testing. It also increases the fairness of assessment applying some rules. For this, I used a new technique in which closed subjective questions are assessed electronically. This is an addition to previous research that was used only for objective questions for e-assessment. I also checked the fairness and validity of e-assessment using matching type assessment and contributed Claire Hewson's research work that used MCQS assessment to check the validity and fairness of online assessment methods. I founded the relationship between students' performance and preferences using online and offline assessments. Statistics is applied to gathered data from students to find out the results and conclusion is based on the found results. The results show that the respondents liked and preferred e-assessment than offline assessment. The results also show that e-assessment is a valid and a fair way to assess the performance of the students. There is a positive relationship between students' performance and preferences using online assessment with drag and drop mechanism.
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The importance, traits, and methods of assessment in an online context are highlighted in this paper's discussion of assessment as an essential component of teaching. The paper aims to provide teachers with a comprehensive overview of the fundamentals, features, and methodologies of online assessment while also emphasizing the need for ongoing efforts to raise teachers' professional competence in order to ensure their successful integration into contemporary educational processes. The research sample comprises of pertinent literature that was gathered on the Google Academic and ResearchGate platforms, most of which is foreign due to the scarcity of studies on this topic in Serbia. Approximately 20 years' worth of publications have been chosen, taking into account the topic's current relevance. This paper was prepared largely with the aim of giving teachers more knowledge, influencing awareness-raising, and removing hurdles that teachers frequently have when it comes ...
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Assessment can be delivered through paper and pencil (Paper Based Assessment-PBA) or through computers (Computer Based Assessment-CBA). The study was done through the use of these two test modes in order to bring recent evidence as regards to the effect of Computer-Based Assessment test delivery mode on students’ performances and attitudes. The descriptive research method was utilized in the assessment of the respondents towards the perceived attitudes of the examinees on CBA in terms of ease of use and learning. The study made use also of the quasi-experimental design, specifically, the pretest-posttest non-equivalent control group design to determine the effect of CBA on students’ performance. The respondents of the study were students from the College of Engineering of Rizal Technological University who were enrolled in physics classes. The data were collected using the researchers’ made Physics Achievement Test, Attitude Survey, and the EDMODO SNS. The study showed that diffe...
The Online Journal of Distance Education and e-Learning, 2021
Assessment is an essential piece of the teaching-learning puzzle. Since decades, there has been a tussle between which modes of assessment, traditional or online would best meet the goal of learner's evaluation. By the 21 st century, blended mode of assessment had already made its foot in the door for many educational institutions. However, it was the pandemic which tilted the scale globally towards the online methods of evaluation and assessment. This paper attempts to explore how students perceive the online assessment, they have been subjected to. The data was collected through an online survey conducted in the month of October. 120 students between the age group of 18-23 years studying in higher education institutes in Delhi (Undergraduates and Post Graduates) participated in this study. The sample was purposive as the responses from only those who had been asked to undergo online assessment during the pandemic were selected. The simple percentage distribution was used to analyze the information provided by the participants. The results highlighted apprehensions of students while they are being assessed online. It also shares insight about the traditional modes of assessment as well as the opinion of students regarding the digitalization of education. These results would help us in recognizing the hurdles and discovering the positives of online assessment.
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One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student's Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents' feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.