Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

The core aim of this research study is to assess, analyze, and evaluate students’ perception of traditional and electronic assessment, which may affect their academic performance. This research study focuses on students’ perceptions about English as a second language in the context of formal assessment and electronic assessment, which is taken as a problem of this study, i.e., students’ perception of traditional and electronic assessment. This study uses a quantitative research approach, and the data have been obtained through a survey questionnaire from 100 students of SSC and HSC Part- I and II. The research results served descriptively and analytically regarding the two significant types of assessment applied in their classrooms; one is the traditional assessment, which is further subdivided into multiple-choice questions (including fill in the blanks and true and false statements), constructed response questions, and extended response questions. At the same time, the second form of assessment is the electronic assessment which is a computer-based assisted assessment. Electronic assessment is the modern technology that includes all forms of assessments, including collaborative approach-based assessment, interactive assessment, portfolios, and group projects. The result of this study reflects exciting findings. The results for the closed-ended questions (survey questionnaire) bend towards the null hypothesis (Ho), which states that there is no significant difference among students of GSL towards traditional and electronic assessment. However, the results of the two open-ended questions bend towards the alternative hypothesis (Hα), which states that there is a significant difference for the level of difference among students of GSL towards traditional and electronic assessment. Most importantly, teachers are obligated to select an assessment tool with careful consideration to ensure the appropriateness of each assessment tool for the learning objectives. Based on the research findings, some valuable recommendations for the policymakers, curriculum developers, students, and teachers are finally presented.

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

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.

The Role of the E-Learning Departments in Controlling the Quality of Electronic Assessments in Palestinian Universities during the COVID-19 Pandemic

The research aimed to identify the role of the e-learning departments in Palestinian universities in controlling the quality of the academic processes during the COVID-19 pandemic. Data collection was conducted using interviews starting from November 2020 and ending in December 2020 during the academic year 2020/2021. The interviews included a number of questions within the axis of electronic assessment. The population of the study consisted of directors of e-learning departments in a number of Palestinian universities, namely: University A, University B, University C, University D, and University E. The main study findings indicated that the universities agreed that the assessment at the beginning of the pandemic sought to save what could be saved in the emergency period, which made electronic assessment a complex issue in this pandemic. Moreover, the problem of plagiarism and faked identities was one of the biggest problems faced by university instructors in the electronic assessment; consequently, changes have been made to the assessment methods that were used before the COVID-19 pandemic. To do so, alternative methods of learning and assessment were sought and arrived at.

The CAMP study: feasibility and clinical correlates of standardized assessments of substance use in a youth psychiatric inpatient sample

Background To determine: (a) the feasibility and acceptability of administering a standardized electronic assessment of substance use and other mental health concerns to youth admitted to an inpatient psychiatric unit, and (b) the prevalence and clinical correlates of substance use in this sample. Methods The sample included 100 youth between the ages of 13 to 17 years admitted to an inpatient psychiatric unit in Ontario, Canada between September and November 2019 (78% response rate). Youth data were comprised of electronic self-reported assessments (during hospitalization and 6-months following) and chart reviews (99% consented; historical and prospective). Frontline staff completed a self-report survey assessing their perceptions of the need for standardized substance use assessments, training, and interventions on the unit (n = 38 Registered Nurses and Child and Youth Workers; 86% response rate). Analyses included descriptive statistics, correlations, regression, and qualitative content analysis. Results Feasibility of standardized youth self-reported mental health and substance use assessments was evident by high response rates, little missing data, and variability in responses. 79% of youth had used at least one substance in their lifetime; 69% reported use in the last 3 months. Substance use was positively correlated with severity of psychiatric symptoms (τb 0.17 to 0.45) and number of psychiatric diagnoses (τb 0.17 to 0.54) at index. Based on prospective and retrospective data, substance use was also positively related to mental health symptom severity at follow-up and repeat mental health related hospital visits. Frontline staff reported a need for standardized assessment, training, and interventions on the unit, indicative of acceptability. Conclusions This study demonstrated the feasibility, acceptability and clinical importance of administering a standardized mental health and substance use assessment among youth experiencing psychiatric hospitalization.

University students' evaluation of E-assessment in light of the Coronavirus Pandemic

Educational institutions strive to achieve their purposes mainly assessing students’ performance and abilities; they might use traditional types of assessment or they may be forced to apply electronic assessment in certain situations such as those dictated by the current spread of COVID-19 Pandemic. The current study aims at providing insights into the ways and levels of university students' evaluation of the electronic assessment during the global health crisis whether this evaluation is affected by certain demographic variables or not. A 29-item online questionnaire was developed and conducted by the researchers to survey a large sample of university population. A large number of the students (n=582) responded to the survey. The study results show that the level of students’ evaluation of e-assessment is moderate. The researchers also find that an interaction between gender and faculty may influence students’ evaluation positively and negatively. The implications of the study suggest that educational institutions should consider all types of assessment mainly e-assessment to keep pace with all advancements and evade unexpected circumstances like pandemics. Keywords: assessment; Corona Pandemic; e-assessment; e-learning; evaluation; learning; teaching

Designing Oral Health Curriculum That Facilitates Greater Integration of Oral Health Into Overall Health

For several decades, health professions education has been transforming; pedagogical constructs such as active learning, recorded lectures, electronic assessment, asynchronous content delivery, and interprofessional education and practice. However, the typical oral health curriculum has need for further transformation to ensure graduates' ability to function in an integrated health system. There is significant literature outlining associations between oral health and overall health, therefore, it is paramount that oral health learners develop skills to collaborate in an integrated model. Satcher, in 2000, outlined the gravity of oral health inequities and the importance of oral health. He said, “Too little time is devoted to oral health and disease topics in the education of non-dental health professional.” However, on the contrary typical oral health curriculum provide knowledge acquisition of topics related to overall health but isn't specifically designed to guide integrated care. In order to increase integrated care, groups like the Interprofessional Education Collaborative (IPEC) have developed competencies for interprofessional education and collaborative practice that guides the training of health professionals. One way to improve integration is accreditation standards that guide transformation as well incorporate IPEC competencies. Having competencies is important to prepare learners to function in clinics like Kaiser Permanente's medical-dental integration model that rely upon teams and teamwork and clarity of roles and responsibilities. This manuscript outlines principle of oral health curriculum that facilitate graduates ability to work in an integrated health system and how that contributes to the improvement overall health of patients.

A Novel Framework of Success Using of E-Assessment During Corona Pandemic

Recently, the concept of e-learning has spread widely in many universities around the world under the current circumstances (the Corona pandemic), which made e-learning in many countries compulsory for all its students in universities in order not to stop the educational process. In light of the great improvement that some countries are witnessing in information and communications technology (ICT) sector and e-learning platforms, it has become very important to pay attention to the electronic assessment (e-assessment) side, which appeared side by side with e-learning systems. This kind of assessment is overcome some of the limitations in the paper-based assessment. One of the advantages of an electronic assessment (e-assessment) is the ability to provide feedback to the student immediately. Most of the universities around the world were providing e-learning to their students as a development option for the education process, on condition that they attend to take the exam in the universities in attendance. But in the Corona crisis, this thing was not possible, especially in subjects that have very large number of students, so (e-assessment) has become a basic option for most universities in order to achieve the principle of social distancing. Therefore, this paper examines the factors that affect academic acceptance of (e-assessment) system.

Comparison of electronic versus conventional assessment methods in ophthalmology residents; a learner assessment scholarship study

Background Assessment is a necessary part of training postgraduate medical residents. The implementation of methods located at the “shows how” level of Miller’s pyramid is believed to be more effective than previous conventional tools. In this study, we quantitatively compared electronic and conventional methods in assessing ophthalmology residents. Methods In this retrospective study, eight different conventional methods of assessment including residents’ attendance, logbook, scholarship and research skills, journal club, outpatient department participation, Multiple Choice Question (MCQ), Objective Structured Clinical Examination (OSCE), and professionalism/360-degree (as one complex) were used to assess 24 ophthalmology residents of all grades. Electronic media consisting of an online Patient Management Problem (e-PMP), and modified electronic OSCE (me-OSCE) tests performed 3 weeks later were also evaluated for each of the 24 residents. Quantitative analysis was then performed comparing the conventional and electronic assessment tools, statistically assessing the correlation between the two approaches. Results Twenty-four ophthalmology residents of different grades were included in this study. In the electronic assessment, average e-PMP scores (48.01 ± 12.40) were much lower than me-OSCE (65.34 ± 17.11). The total average electronic score was 56.67 ± 11.28, while the total average conventional score was 80.74 ± 5.99. Female and male residents’ average scores in the electronic and conventional method were (59.15 ± 12.32 versus 83.01 ± 4.95) and (55.19 ± 10.77 versus 79.38 ± 6.29), respectively. The correlation between modified electronic OSCE and all conventional methods was not statistically significant (P-value >0.05). Correlation between e-PMP and six conventional methods, consisting of professionalism/360-degree assessment tool, logbook, research skills, Multiple Choice Questions, Outpatient department participation, and Journal club active participation was statistically significant (P-value < 0.05). The overall correlation between conventional and electronic methods was significant (P-value = 0.017). Conclusion In this study, we conclude that electronic PMP can be used alongside all conventional tools, and overall, e-assessment methods could replace currently used conventional methods. Combined electronic PMP and me-OSCE can be used as a replacement for currently used gold-standard assessment methods, including 360-degree assessment.