Using Electronic Assessment System in Higher Education: Challenges and Solutions for Lectures, Students and Institutions

Assessment is an important component of education especially in the context of the learning and teaching environment. In higher education, assessment is the heart of formal education. Nowadays, technology plays an important role in the assessment process. Therefore, using technology development has an impact on improving the assessment system. Focus on the using of electronic assessment (e-assessment) systems is increasingly developing at the higher education level. Technological developments have led to a shift in concepts and ways of assessing moving from face-to-face assessment to digital-based assessment, namely an end-to-end assessment process using ICT. E-assessment system is provides many benefits for the effectiveness and efficiency of learning in higher education for lecturers, students and institutions. Many e-assessment models are developed to meet various objectives, especially in the purpose of educational learning. However, there are many challenges in its process and application. This paper aims to provide an example of e-assessment system application, describe challenges in the use of e-assessment systems in higher education based on literature, journals and research results and provide recommendations on how to deal with all of these challenges so that the assessment objectives can be achieved. The method that used is to figure out and describe qualitatively. Overall conclusion is the e-assessment system has become one of the requirements in higher education with many models. There are still many questions for lecturers, students and institutions that pose challenges in the application of e-assessments related to validity and reliability, accuracy, fairness, security, infrastructure and human resources. Based on this fact then the recommendation of these challenges in the successful implementation of e-assessment in higher education are paying attention to the characteristics of e-assessment, designing assessments according the needs, and creating a complete and accessible assessment system for all.

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Investigating the Influence of Quality Factors on User Satisfaction with Summative Computer-based Assessment

The Electronic Journal of e-Learning ◽

10.34190/ejel.19.6.2487 ◽

2021 ◽

Vol 19 (6) ◽

pp. pp490-503

Author(s):

Hassan Bello ◽

Nor Athiyah Abdullah

Keyword(s):

User Satisfaction ◽

Assessment System ◽

Learning System ◽

Three Dimensions ◽

Assessment Process ◽

System Quality ◽

Quality Factors ◽

Electronic Assessment ◽

Assessment Systems ◽

Computer Based

Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed, limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.

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Infrastructure for e-testing

Facta universitatis - series Electronics and Energetics ◽

10.2298/fuee0502181a ◽

2005 ◽

Vol 18 (2) ◽

pp. 181-204 ◽

Cited By ~ 3

Author(s):

Goce Armenski ◽

Marjan Gusev

Keyword(s):

Higher Education ◽

Everyday Life ◽

Assessment System ◽

Assessment Process ◽

It Use ◽

Student Knowledge ◽

Software Packages ◽

Use Of Technology ◽

Testing Tool ◽

New Challenges

The characteristics of the society in which we live, where knowledge and the ways of its use are the most important in everyday life, brings new challenges for higher education. The extensive use of technology in learning and working is forcing its use in the assessment process. A lot of software packages exist in the market to realize automated assessment. In this article we analyze different methods used for testing and present new frontiers, especially in cases where the number of students is very big (several hundreds), and in cases in which students can take exams every month. Using the results from this analysis we have designed and developed a new assessment system. We also give a report of the results from using e-testing tool for assessment of student knowledge, concentrating on the effectiveness of it use for assessment purposes.

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Piloting Online Submission and Online Assessment with GradeMark

Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education - Advances in Game-Based Learning ◽

10.4018/978-1-4666-4470-0.ch004 ◽

2014 ◽

pp. 125-151 ◽

Cited By ~ 2

Author(s):

Trudy Ambler ◽

Yvonne Breyer ◽

Sherman Young

Keyword(s):

Higher Education ◽

Implementation Process ◽

Cultural Transformation ◽

Student Experiences ◽

Learning And Teaching ◽

Online Technologies ◽

Electronic Assessment ◽

Online Submission ◽

Challenges And Opportunities

Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.

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Differences in assessment methods of face-to-face and online learning

SHS Web of Conferences ◽

10.1051/shsconf/202112701015 ◽

2021 ◽

Vol 127 ◽

pp. 01015

Author(s):

Nadezhda Mamatkulovna Glushkova ◽

Karine Henrickovna Apresyan ◽

Daria Aleksandrovna Mironova ◽

Tatiana Nikolaevna Lyubimova ◽

Natalya Vladimirovna Chernyishkova

Keyword(s):

Higher Education ◽

Online Learning ◽

Foreign Language ◽

Educational Process ◽

Assessment Methods ◽

Assessment System ◽

Assessment Process ◽

Face To Face ◽

Teachers And Students ◽

Face To Face Learning

The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.

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The language centre as a laboratory for innovation

Language Learning in Higher Education ◽

10.1515/cercles-2020-2022 ◽

2020 ◽

Vol 10 (2) ◽

pp. 317-325

Author(s):

Sabina Schaffner

Keyword(s):

Higher Education ◽

Service Providers ◽

Academic Research ◽

Teaching Staff ◽

Successful Implementation ◽

Design Based Research ◽

Learning And Teaching ◽

Innovation Potential ◽

Cultural Conditions ◽

Hybrid Character

Abstract This paper discusses the potential of language centres in higher education as laboratories for innovation. Despite their hybrid character as central service providers that are also defined by their teaching, their positioning at the academic periphery, and the lack of a mandate to do academic research, language centres still have an obligation to conduct research as a means of promoting innovation. The design-based research (DBR) approach in learning and teaching, in which teaching stakeholders examine learning processes in real situation, offers a suitable opportunity for language centres to overcome the restrictions placed upon them. DBR can be done using existing resources and the innovation potential of a language centre’s teaching staff. The leadership and management of the language centre must be made responsible for providing and/or enabling the necessary structural, material, and cultural conditions for such research. This paper discusses the DBR approach at language centres in higher education and its impact on leadership. It then gives two examples of the successful implementation of DBR at the Language Center of UZH and ETH Zurich.

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Limites do Sinaes na perspectiva de gestores da educação superior

Estudos em Avaliação Educacional ◽

10.18222/eae.v30i74.5870 ◽

2019 ◽

Vol 30 (74) ◽

pp. 644

Author(s):

Ademilson Vedovato Cavalcanti ◽

Érika Porceli Alaniz ◽

Maria Eliza Nogueira Oliveira

Keyword(s):

Higher Education ◽

Assessment System ◽

Assessment Process ◽

Educación Superior ◽

Structured Interviews ◽

Institutional Practices ◽

Education Assessment ◽

External Assessment ◽

Educacion Superior ◽

El Sistema

O objetivo do artigo é analisar a influência da avaliação externa – parte integrante do atual Sistema Nacional de Avaliação da Educação Superior – realizada in loco em duas instituições de ensino superior, uma pública e uma privada, situadas no estado do Paraná. Trata-se de uma pesquisa empírica, cujos dados foram coletados por meio de entrevistas semiestruturadas realizadas com diretores institucionais e coordenadores de cursos de graduação. A análise nos permitiu verificar alguns limites do atual sistema de avaliação relacionados: ao desconhecimento dos pressupostos da avaliação pelos sujeitos participantes; ao tempo destinado ao processo avaliativo; ao método de escolha dos avaliadores em cada etapa; à ausência de políticas amparadas nos dados gerados pelo sistema; e à conversão, cada vez mais explícita, da avaliação em mecanismo de controle das práticas institucionais, que impossibilitam a autonomia dos sujeitos que atuam na educação superior.Palavras-chave: Avaliação da Educação, Ensino Superior, Sinaes, Avaliação Institucional. Límites del sinaes desde la perspectiva de gestores de la educación superiorEl objetivo del artículo es el de analizar la influencia de la evaluación externa – parte integrante del actual Sistema Nacional de Evaluación de la Educación Superior – realizada in loco en dos instituciones de educación superior, una pública y otra privada, situadas en el estado de Paraná. Se trata de una investigación empírica, cuyos datos se recogieron por medio de entrevistas semiestructuradas realizadas con directores institucionales y coordinadores de cursos de graduación. El análisis nos permitió verificar algunos limites del actual sistema de evaluación relacionados al desconocimiento de las presuposiciones de la evaluación por los sujetos participantes; al tiempo destinado al proceso evaluativo; al método de elección de los evaluadores en cada etapa; a la ausencia de políticas amparadas en los datos generados por el sistema; y a la conversión, cada vez más explícita, de la evaluación en mecanismo de control de las prácticas institucionales, que imposibilitan la autonomía de los sujetos que actúan en la educación superior. Palabras clave: Evaluación de la Educación, Educación Superior, Sinaes, Evaluación Institucional Limits of the sinaes on the perspective of higher education managers The aim of the present article is to analyze the influence of external assessment, an essential part of the current Sistema Nacional de Avaliação da Educação Superior [National System of Evaluation in Higher Education]. It was conducted in loco in two institutions of higher education, one public and one private, in the state of Paraná. It is an empirical study, and the data were collected through semi-structured interviews conducted with institutional directors and coordinators of graduate programs. The analysis permitted the authors to verify some limits of the current assessment system, related to: the participating subjects’ lack of knowledge of the assessment assumptions; the time allocated to the assessment process; the method of choice of evaluators at each stage; the lack of policies based on data generated by the system; and, the increasingly explicit conversion of assessment into a control mechanism of institutional practices, which makes the autonomy of the subjects, who work in higher education, impossible. Keywords: Education Assessment, Higher Education, Sinaes, Institutional Evaluation

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Peer assessment of professionalism in undergraduate medical education

BMC Medical Education ◽

10.1186/s12909-020-02412-x ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Vernon R. Curran ◽

Nicholas A. Fairbridge ◽

Diana Deacon

Keyword(s):

Medical Education ◽

Small Group ◽

Undergraduate Medical Education ◽

Peer Assessment ◽

Assessment System ◽

Assessment Process ◽

Professional Behaviour ◽

Student Opinions ◽

Electronic Assessment ◽

Over Time

Abstract Background Fostering professional behaviour has become increasingly important in medical education and non-traditional approaches to assessment of professionalism may offer a more holistic representation of students’ professional behaviour development. Emerging evidence suggests peer assessment may offer potential as an alternative method of professionalism assessment. We introduced peer assessment of professionalism in pre-clerkship phases of undergraduate medical education curriculum at our institution and evaluated suitability of adopting a professional behaviour scale for longitudinal tracking of student development, and student comfort and acceptance of peer assessment. Methods Peer assessment was introduced using a validated professional behaviours scale. Students conducted repeated, longitudinal assessments of their peers from small-group, clinical skills learning activities. An electronic assessment system was used to collect peer assessments, collate and provide reports to students. Student opinions of peer assessment were initially surveyed before introducing the process, confirmatory analyses were conducted of the adopted scale, and students were surveyed to explore satisfaction with the peer assessment process. Results Students across all phases of the curriculum were initially supportive of anonymous peer assessment using small-group learning sessions. Peer scores showed improvement over time, however the magnitude of increase was limited by ceiling effects attributed to the adopted scale. Students agreed that the professional behaviours scale was easy to use and understand, however a majority disagreed that peer assessment improved their understanding of professionalism or was a useful learning experience. Conclusions Peer assessment of professional behaviours does expose students to the process of assessing one’s peers, however the value of such processes at early stages of medical education may not be fully recognized nor appreciated by students. Electronic means for administering peer assessment is feasible for collecting and reporting peer feedback. Improvement in peer assessed scores was observed over time, however student opinions of the educational value were mixed and indeterminate.

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Accountability of Assessment Administration

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.729 ◽

2020 ◽

Author(s):

Arsaythamby Veloo ◽

Ruzlan Md-Ali ◽

Rozalina Khalid

Keyword(s):

Student Performance ◽

Classroom Environment ◽

Professional Education ◽

Standardized Test ◽

Assessment System ◽

Assessment Process ◽

Assessment Practices ◽

Validity And Reliability ◽

Integrity Assessment ◽

School Based

Changes in the education system will invariably alter the modes of assessment and practices moving forward. This will demand high expectations among stakeholders who are directly involved with the accountability of assessment administration. Presently, professional education organizations have codes of conduct, principles and standards for administration assessment that outline certain responsibilities to ensure that the inherent accountability of the assessment administration system is maintained and continually improved. Accordingly, it is important that assessment administration practices are aligned with the institution’s assessment policies. Similarly, assessment administrators should collaborate with institutions to develop and unify assessment standards and practices and to pay particular attention to the accountability of assessment administration, which includes maintaining assessment security and integrity. Assessment practices are expected to be fair, equitable, and unbiased when measuring students’ performance, which is heavily reliant on the accountability of assessment administration. Assessment practices previously have been focused more on the cognitive aspects involved in paper and pencil tests based on a standardized test. Thus, not many issues concerning assessment administration have been discussed. However, there is a need to accommodate and modify assessment administration according to the needs of current assessment modes and practices, where most countries have now adopted school-based assessment. The accountability of teachers towards the student’s assessment becomes even more important within the school-based assessment system. Hence, the teachers are accountable for students’ performance in the classroom environment rests with teachers. Therefore, to overcome and address many of the challenges associated with administration assessment as we move towards the future; close attention must be paid to the accountability of how the process around the administration of assessments is administered. Assessment administrators are accountable and expected to display honesty, integrity, due care, validity, and reliability, and to ensure that fairness is observed and maintained during assessment. The assessment process can impact the teacher’s orchestration and design of assessment administration practices and in addressing the issues of fairness in the eyes of stakeholders when determining student performance. Assessment administration involves processes that need to be well planned, implemented, and continuously monitored. Likewise, there are standardized, documented rules and procedures that assessment administrators need to follow to ensure that accountability is maintained.

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Providing Industry with Education That Meets Business Standards

Industry and Higher Education ◽

10.5367/000000003101296738 ◽

2003 ◽

Vol 17 (2) ◽

pp. 91-101 ◽

Cited By ~ 1

Author(s):

Erik M. van Raaij ◽

William A. Weimer

Keyword(s):

Higher Education ◽

Success Factors ◽

Formal Education ◽

Organizational Transformation ◽

Successful Implementation ◽

Daily Work ◽

Organizational Renewal ◽

Key Success Factors ◽

New Concepts ◽

Client Firm

As organizations are increasingly using formal education to support organizational renewal and change, institutions for higher education face the challenge of providing industry with education that not only teaches participants new concepts and new skills, but also provides them with the motivation and the commitment to implement what has been learned in their daily work. In this paper, the authors present twelve key success factors for designing education programmes for organizational transformation. Two requisites for the successful implementation of these success factors are also identified: a true partnership between the client firm and the education provider, and a pivotal role for the course manager.

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Analyzing attitudes of students toward the use of technology for learning: simplicity is the key to successful implementation in higher education

International Journal of Educational Management ◽

10.1108/ijem-04-2020-0204 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Gali Naveh ◽

Amit Shelef

Keyword(s):

Higher Education ◽

Technology Use ◽

Successful Implementation ◽

Content Type ◽

Millennial Students ◽

Personal Lives ◽

Learning And Teaching ◽

Use Of Technology ◽

Frequency Of Use ◽

To Come

PurposeResearch has shown that the much-anticipated technology revolution in higher education has failed to come to fruition. The arrival of ‘digital natives’ millennial students to higher education was presume to present even greater challenge concerning technology use. In light of these gaps, this research aims to capture higher education students' choice, use and preferences of technology in learning and teaching.Design/methodology/approachA paper-based questionnaire was distributed to third and fourth year students of industrial engineering and management at an engineering college in Israel. The students were asked to indicate their use of devices and technologies for learning, their frequency of use and their purpose of using.FindingsStudents extensively use a variety of technologies for learning. They prefer to use the same technologies for learning that they use in their personal lives – mainstream, commercially available technologies – rather than those offered by the institute. They perceive technology as a learning tool more than as a logistic/administrative tool, they would like technology to be more easily accessible and that it not be used as a facilitator of pedagogical change.Practical implicationsThe results indicate that technologies intended for use in teaching should be designed similar to commercially available alternatives that are simpler to use and more appealing.Originality/valueThis study provides an up-to-date view of students' perceptions of technology for learning that can be used to more effectively implement teaching technologies in higher education.

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