The aim of this study was to identify students’ experiences in using an authentication and authorship checking system in e-assessment. The study was carried out within the context of the TeSLA Project (an Adaptive Trust-based e-Assessment System for Learning), which was developed under a Horizon 2020 project funded by the European Commission. The TeSLA system involves several instruments such as face recognition, voice recognition, keystroke dynamics, forensic analysis, and plagiarism tools for authentication and authorship checking in e-assessment. The study was designed as a cross-sectional survey. Participants were 735 students from three universities in Spain, Bulgaria and Turkey. Students used the TeSLA system during 2018-2019 Spring Semester for their e-assessment activities in 92 undergraduate and graduate courses. Data was collected via a pre-questionnaire before the implementation of the TeSLA system in the courses and a post-questionnaire after testing the system. Descriptive statistics and one-way ANOVA Test were used for data analysis. As a result, students had different perceptions and experiences in using the TeSLA system; while some students had positive views, some of them expressed contrary opinions. The findings of the study were discussed in detail in the context of relevant literature.
In this research, a Web-based Formative Assessment System (WBFAS) was developed for students to support their formative assessment on their learning experiences. The system provides students with instant feedback which is detailed based on items and criteria referenced based on tests. The present research aims to examine students acceptance of WBFAS. The research was conducted on 381 university students who are enrolled in Computer I course designed with Flipped Classroom model. The implementation of the research lasted 12 weeks, and at the end of each week students participated in WBFAS. The data of the research were obtained with the scale of acceptance of web based assessment system. It has been found that the structure of acceptance of WBFAS was consisted of elements of computer self efficacy, ease of use, social influence, perceived content, state of enjoyment, state of interest, perceived usefulness and usage intention. Based on the findings derived from the research, several suggestions were proposed for teachers, instructional designers, decision-makers and researchers regarding the development and use of WBFAS.
Keywords: Web based formative assessment, instant feedback, acceptance
This study aims to determine the applicability of the web-based assessment and evaluation system which designed for classroom teachers to usability. This study employs a design-based research approach. The developed design was realized with 6 class teachers who were volunteers during the two educational period including pre-application and main application. First, the design process was examined to determine the feasibility of the system. Then the opinions of the teachers who used the tool were taken. Semi-structured interviews with teachers were conducted and the data obtained were subjected to descriptive analysis. In case the feasibility of the system was examined through manager module the results of the uncovered that web-based assessment and evaluation system helped classroom teachers become independent from time and space factors, and enable teachers to evaluate and save online records of students’ files. Besides, it is seen that it supports teachers in preparing, sharing, and keeping assessment and evaluation forms through considering development and success levels of the students. It is also seen that it involved students into the evaluation process and provided feedback for parents. Finally, it is observed that the web-based assessment and evaluation system removed the problems faced during the use of alternative assessment and evaluation tools and provide for teachers during the application.
Keywords: Alternative assessment and evaluation, classroom teacher, web-based assessment and evaluation system, design-based research
Today’s education systems continue to adopt new technologies to support student learning. One of these technologies is e-assessment, a form of assessment that enables students to answer items using digital devices, such as computers and tablets. One of the benefits of e-assessments is the ability to generate interactive, timely, and customized feedback for students. Yet, despite vast literature on the generation and delivery of feedback, there is no systematic review of the guidelines on how e-assessments can be used for generating effective feedback. The objectives of this study are threefold. First, we synthesize the literature on the current practices in feedback generation. Second, we provide researchers and practitioners with a synthesis of guidelines for best practices in generating effective feedback with e-assessments. Third, we introduce a new framework in which we demonstrate the six steps of creating an e-assessment that can help produce immediate, customized, and specific feedback for students. This framework combines multiple forms of feedback (e.g., graphs, tables, and text) to improve the understanding of feedback and engage students in the interpretation of their score reports. Implications for practice and future research are discussed.
Keywords: E-assessment, feedback, score reporting, test development, computerized assessment