Rethinking Online Assessment Quality From Pre-service Teachers Perspectives

Mücahit Öztürk

doi:10.55982/openpraxis.16.4.689

Rethinking Online Assessment Quality From Pre-service Teachers Perspectives

Open Praxis

Volume 16 (2024): Issue 4

By: Mücahit Öztürk

Open Access

|Nov 2024

Abstract

This study examined the problems that pre-service teachers face in the online assessment process and their suggestions for solutions to these problems. The participants were 136 pre-service teachers who have been experiencing online assessment for a long time and who took the Foundations of Open and Distance Learning course. This research is a phenomenological study conducted with a qualitative research approach. The pre-service teachers completed an open-ended questionnaire prepared by the researchers to express the problems they encountered in the online assessment process and their suggestions for solutions. The pre-service teachers made evaluations within the framework of the factors considered important in the quality of online assessment. The data were analyzed using descriptive analysis. The findings of the study were discussed and suggestions were made for future studies.

References

Abd Elgalil, H. M., Abd El-Hakam, F. E. Z., Farrag, I. M., Abdelmohsen, S. R., & Elkolaly, H. (2023). Undergraduate Students’ perceptions of online assessment during COVID-19 pandemic at faculty of medicine for girls, Al-Azhar University, Cairo, Egypt. Innovations in Education and Teaching International, 60(2), 185–195. 10.1080/14703297.2022.2037450
Open DOI Search in Google Scholar Back to article
Akçay, A. O., Güven, U., & Karahan, E. (2021). The views of pre-service elementary teachers about online and traditional peer assessment. International Journal of Assessment Tools in Education, 8(2), 409–422. 10.21449/ijate.762104
Open DOI Search in Google Scholar Back to article
Annamalai, N., Ramírez García, A., Mažeikienė, V., Alqaryouti, M. H., Rashid, R. A., & Uthayakumaran, A. (2022). A phenomenological study of online assessment during a pandemic crisis: Insights from Malaysia, Lithuania, and Spain. Frontiers in psychology, 13. 10.3389/fpsyg.2022.957896
Open DOI Search in Google Scholar Back to article
Büyüköztürk, ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi.
Search in Google Scholar Back to article
Cumhur, F., & Çam, S. S. (2021). Digital transformation in assessment and evaluation course: The effects of web 2.0 tools. Journal of Pedagogical Research, 5(3), 15–39. 10.33902/JPR.2021370559
Open DOI Search in Google Scholar Back to article
Fraenkel, J., Wallen, N., & Hyun, H. (1993). How to Design and Evaluate Research in Education 10th ed. McGraw-Hill Education.
Search in Google Scholar Back to article
Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: A case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32(4), 519–535. 10.1007/s11092-020-09340-w
Open DOI Search in Google Scholar Back to article
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Ectj, 30(4), 233–252. 10.1007/BF02765185
Open DOI Search in Google Scholar Back to article
Harley, J. M., Lou, N. M., Liu, Y., Cutumisu, M., Daniels, L. M., Leighton, J. P., & Nadon, L. (2021). University students’ negative emotions in a computer-based examination: The roles of trait test-emotion, prior test-taking methods and gender. Assessment & Evaluation in Higher Education, 46(6), 956–972. 10.1080/02602938.2020.1836123
Open DOI Search in Google Scholar Back to article
Heil, J., & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187–218. 10.24059/olj.v27i1.3398
Open DOI Search in Google Scholar Back to article
Hickey, D. T. (2022). Situative approaches to online engagement, assessment, and equity. Educational Psychologist, 57(3), 221–225. 10.1080/00461520.2022.2079129
Open DOI Search in Google Scholar Back to article
Hilliger, I., Ruipérez-Valiente, J. A., Alexandron, G., & Gašević, D. (2022). Trustworthy remote assessments: A typology of pedagogical and technological strategies. Journal of computer assisted learning, 38(6), 1507–1520. 10.1111/jcal.12755
Open DOI Search in Google Scholar Back to article
Ibrahim, W., Ibrahim, W., Zoubeidi, T., Marzouk, S., Sweedan, A., & Amer, H. (2022). An online management system for streamlining and enhancing the quality of learning outcomes assessment. Education and Information Technologies, 27(8), 11325–11353. 10.1007/s10639-022-10918-8
Open DOI Search in Google Scholar Back to article
Lee, V. W. Y., Lam, P. L. C., Lo, J. T. S., Lee, J. L. F., & Li, J. T. S. (2022). Rethinking online assessment from university students’ perspective in COVID-19 pandemic. Cogent Education, 9(1), 2082079. 10.1080/2331186X.2022.2082079
Open DOI Search in Google Scholar Back to article
Lin, L., Foung, D., & Chen, J. (2023). Assuring online assessment quality: the case of unproctored online assessment. Quality Assurance in Education, 31(1), 137–150. 10.1108/QAE-02-2022-0048
Open DOI Search in Google Scholar Back to article
Makina, A. (2022). Students experiences of demotivating online formative assessment strategies at an open distance learning university. Perspectives in Education, 40(2), 32–51. 10.18820/2519593X/pie.v40.i2.4
Open DOI Search in Google Scholar Back to article
Miles, M. B., & Huberman, A. M. (1994), Qualitative Data Analysis: An Expanded Sourcebook. SAGE.
Search in Google Scholar Back to article
Mostafa, L. (2023). Evaluating university E-assessment in Egypt: A teachers’ perspective. Journal of Education for Business, 98(7), 395–403. 10.1080/08832323.2023.2208813
Open DOI Search in Google Scholar Back to article
Ndlovu, N., Gumede, P. R., & Mthimkhulu, S. (2023). Students’ acceptance and perceptions of online assessments post-COVID-19 pandemic: A case of Community Extension students at a historically disadvantaged institution. Perspectives in Education, 41(2), 180–194. 10.38140/pie.v41i2.6912
Open DOI Search in Google Scholar Back to article
Nguyen, H. T. T. (2023). Unproctored assignment-based online assessment in higher education: Stakeholder evaluation of issues. Issues in Educational Research, 33(1), 207–226.
Search in Google Scholar Back to article
Pu, S., & Xu, H. (2021). Examining changing assessment practices in online teaching: A multiple-case study of EFL school teachers in China. The Asia-Pacific Education Researcher, 30(6), 553–561. 10.1007/s40299-021-00605-6
Open DOI Search in Google Scholar Back to article
Sabrina, F., Azad, S. U., Sohail, S., & Thakur, S. (2022). Ensuring academic integrity in online assessments: A literature review and recommendations. International Journal of Information and Education Technology, 12(1), 60–70. 10.18178/ijiet.2022.12.1.1587
Open DOI Search in Google Scholar Back to article
Shanley, N., Martin, F., Hite, N., Perez-Quinones, M., Ahlgrim-Delzell, L., Pugalee, D., & Hart, E. (2022). Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers. TechTrends, 66(3), 483–494. 10.1007/s11528-022-00724-x
Open DOI Search in Google Scholar Back to article
Surahman, E., & Wang, T. H. (2022). Academic dishonesty and trustworthy assessment in online learning: A systematic literature review. Journal of Computer Assisted Learning, 38(6), 1535–1553. 10.1111/jcal.12708
Open DOI Search in Google Scholar Back to article
Thathsarani, H., Ariyananda, D. K., Jayakody, C., Manoharan, K., Munasinghe, A. A. S. N., & Rathnayake, N. (2023). How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates? Education and Information Technologies, 28(11), 14091–14115. 10.1007/s10639-023-11715-7
Open DOI Search in Google Scholar Back to article
Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30. 10.29173/pandpr19803
Open DOI Search in Google Scholar Back to article
Webb, M., & Ifenthaler, D. (2018). Assessment as, for and of 21st century learning using information technology: An overview. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), International Handbook of IT in Primary and Secondary Education (2nd ed., pp. 1–20). Springer.
Search in Google Scholar Back to article
Yıldırım, A., & şimşek, H. (2013). Nitel araştırma yöntemleri. Seçkin.
Search in Google Scholar Back to article
Yıldırım, N., & Tekel, E. (2023). Is Online Assessment Better? Examination of Pre-service Teachers’ Views. International Journal of Psychology and Educational Studies, 10(1), 98–112. 10.52380/ijpes.2023.10.1.867
Open DOI Search in Google Scholar Back to article
Zenouzagh, M. Z. (2019). The effect of online summative and formative teacher assessment on teacher competences. Asia Pacific Education Review, 20(3), 343–359. 10.1007/s12564-018-9566-1
Open DOI Search in Google Scholar Back to article

Articles in this issue

DOI: https://doi.org/10.55982/openpraxis.16.4.689 | Journal eISSN: 2304-070X

Journal RSS Feed

Language: English

Page range: 696 - 711

Submitted on: Mar 25, 2024

Accepted on: Jun 5, 2024

Published on: Nov 29, 2024

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

Distance education,

Distance learning,

Open and distance learning,

Online assessment,

Online learning,

Online assessment perspective,

Online learning quality,

Online assessment problems,

Online assessment suggestions,

Preservice teachers

© 2024 Mücahit Öztürk, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 16 (2024): Issue 4