Table 1
Factors of Online Assessment.
Figure 1
Open-ended Questionnaire Form.
Table 2
Students’ Online Assessment Experiences.
| FACTORS | TYPES | FREQUENCIES |
|---|---|---|
| Format | Summative Assessment | 125 |
| Formative Assessment | 18 | |
| Type | Online Test | 125 |
| Open-ended exam | 125 | |
| Online Assignment | 125 | |
| Group Project | 56 | |
| Online Quiz | 34 | |
| Online Presentation | 22 | |
| Attendance in Online Activities | 12 | |
| Mode | Teacher Assessment | 125 |
| Peer Assessment | 24 |
Table 3
Online assessment format.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Format | Result-oriented assessment | “The instructors evaluated our performance mostly in a result-oriented manner. (S15)” | 71 | Formative assessment should also be used. | “Formative assessment that is process-oriented should be used. (S15)” | 65 |
| Assessment did not provide an opportunity to correct deficiencies. | “Instant assessments did not give us the opportunity to correct ourselves. (S21)” | 39 | Assessment should be varied with online quizzes. | “Instructors should vary assessment methods with online quizzes in addition to exams. (S21)” | 50 | |
| The learning process was ignored. | “Summative assessment does not take into account the learning process. (S56)” | 13 | Adaptive online assessment supported by artificial intelligence should be carried out. | “Student-based evaluation supported by artificial intelligence can be used. (S56)” | 35 | |
| Assessment was based on a single criterion. | “The instructors evaluated our performance based solely on the exam score. (S98)” | 9 | Online activities attendance should be taken into account. | “Instructors should also take class attendance into consideration when evaluating performance. (S54)” | 20 | |
| Assessment process was boring. | “The evaluation format was boring. (S54)” | 7 | ||||
| Summative assessment was concerning. | “The instant performance evaluation was concerning. (S8)” | 5 |
Table 4
Type of online assessment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | F | STATEMENTS |
|---|---|---|---|---|---|---|
| Type | The assessment types were not various. | “Instructors generally preferred multiple-choice exams. (S67)” | 26 | The type of online assessment used according to the courses should be varied. | 45 | “Different question types should be used in online exams. (S67)” |
| Writing answers to open-ended questions was time-consuming and difficult. | “I was unable to complete some open-ended exams on time. (S92)” | 21 | Gamification-based online assessment can be done. | 29 | “Online assessment can be made fun with gamification. (S92)” | |
| Multiple-choice exams were not productive. | “Multiple-choice exams were superficial and not productive. (S78)” | 17 | Answer criteria should be written more clearly in open-ended questions. | 15 | “Criteria should be determined more clearly in open-ended exams. (78)” | |
| Some questions and answers were confusing. | “In some exams, the questions were complex. (S45)” | 8 | Portfolio and online presentation can be used. | 11 | “Alternative exam types, such as online presentations, may be used. (S15)” | |
| Simple and understandable questions should be written. | 10 | “Questions in exams should be clear and understandable. (S45)” |
Table 5
Online assessment mode.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Mode | Since the number of students was too large, the instructor assessment was not sufficient and fair. | “In crowded classrooms, teacher evaluation alone is not enough. (S27)” | 40 | Peer assessment should also be used in performance-based courses. | “Peer evaluation can be used to evaluate performance. (S27)” | 33 |
| There was no student performance tracking. | “Instructors did not take into account my performance in online courses. (S33)” | 24 | Self-assessment should be used. | “We may be given the opportunity to evaluate ourselves. (S33)” | 14 |
Table 6
Internet connection during the online assessment process.
| FACTOR | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Internet Connection | Internet connection speed was insufficient. | “The Internet connection speed was insufficient. (S68)” | 32 | Internet infrastructure should be strengthened | “Institutions should strengthen their internet infrastructure.(S68)” | 30 |
| There were interruptions in the internet connection. | “I experienced a disconnection from the internet during online exams. (S74)” | 24 | Mobile internet should be faster and free | “Mobile internet should be faster and free. (S74)” | 16 | |
| Internet connection problems caused me to lose time during exams. | “The disconnection of the internet connection caused me to lose time during the exam. (S5)” | 18 | Systems that can operate asynchronously should be developed | “Even if the internet connection is interrupted, we should be able to continue the exam for a while. (S5)” | 15 | |
| Make-up exams should be held for students who have problems with their internet connection. | “Make-up exams should be held. (S100)” | 10 |
Table 7
Tools in the online assessment process.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Tools | It was difficult to take the exam via mobile phone. | “I took the exams on my mobile phone and had a hard time. (S113)” | 14 | Tool support must be provided. | “Vehicle support should be provided to students who do not have computers. (S113)” | 24 |
| I didn’t have a computer. | “Not having a computer negatively affected my exam performance. (S90)” | 10 | The system should be made more compatible with mobile devices. | “The online exam system should be more compatible with mobile devices. (S90)” | 13 |
Table 8
Academic honesty in the online assessment process.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Academic Dishonesty | The exam environment was suitable for cheating. | “There was an environment suitable for cheating on exams. (S123)” | 46 | The exam should be held with the camera open. | “Students must take the exams with their cameras turned on. (S123)” | 25 |
| It was an unfair process for those who studied hard. | “I prepared well for the exams, but some of our friends cheated. (S104)” | 29 | Cheating and plagiarism should be checked with artificial intelligence. | “Cheating and plagiarism should be checked with support from artificial intelligence. (S104)” | 22 | |
| Homework was being done by artificial intelligence. | “There were students who did their homework with support from artificial intelligence platforms such as ChatGPT. (S50)” | 11 | Data sources for online assessment should be varied. | “The tools used to evaluate students should be enhanced. (S50)” | 21 | |
| Personalized exams should be conducted with question banks. | “Question banks can be created, and students can be given exams consisting of different questions. (S55)” | 16 | ||||
| Instructor control should be stronger. | “Instructor control should be increased. (S67)” | 15 | ||||
| Students’ movements on the screen should be monitored. | “Instructors should be able to monitor students’ activities on the exam screen. (S83)” | 10 | ||||
| Exams should measure higher-order thinking. | “Online exams should be able to measure higher-order thinking skills. (S15)” | 10 |
Table 9
Time in the online assessment process.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Time | The time given for the exams was insufficient. | “The time given for the exams was not enough. (S9)” | 41 | Exam times should be determined in accordance with the course content. | “The duration of online exams should be appropriate to the scope of the course. (S9)” | 44 |
| I couldn’t finish online assignments and presentations on time. | “I couldn’t submit some assignments on time. (S28)” | 22 | Information about the content should be given before the exam. | “Instructors should give detailed information about the exam. (S28)” | 29 | |
| I could not complete the exam on time due to technical problems in the system. | “Technical problems caused me to lose time. (S12)” | 6 | Questions should be understandable. | “Instructors should prepare the questions in a more understandable way. (S12)” | 19 | |
| Online platforms that work faster and more flexible should be used. | “Online exam platforms should be flexible and fast. (S12)” | 11 |
Table 10
Online assessment environment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Environment | The home environment is noisy, and it negatively affected my exam performance. | “The home environment was noisy. (S78)” | 21 | Schools should create a suitable exam environment for students. | “Institutions should prepare a suitable environment for students who will take online exams. (S78)” | 21 |
Table 11
Feedback in online assessment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Feedback | I didn’t get feedback from some instructors. | “I could not get answers to my questions about exams in some courses. (S84)” | 32 | An artificial intelligence-supported rapid support system should be developed. | “Schools can develop a rapid support system using artificial intelligence. (S84)” | 61 |
| Our instructors were giving late feedback. | “Our instructors often responded late to my questions about exams. (S29)” | 31 | Online counseling hours should be planned before the exam. | “Instructors should conduct online counseling activities for exams. (S29)” | 31 | |
| There was no environment where we could easily ask our questions. | “I couldn’t find an environment where I could ask my questions comfortably. (S4)” | 26 | The instructor should be easily accessible and provide prompt support. | “Instructors should be easily accessible to students. (S4)” | 25 | |
| Academic support and guidance were not sufficient. | “I do not think we received sufficient academic and technical support during the exam process. (S40)” | 26 | Instructions and training videos should be prepared for technical problems. | “Training videos on conducting online exams can be prepared. (S40)” | 19 | |
| I could not get support regarding the technical problems I experienced during the exam. | 25 | An online proctoring system should be used. | “Online proctoring can be used to provide quick support to students. (S57)” | 10 |
Table 12
Instructor competency in online assessment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Instructor Competency | Instructors were inexperienced in online assessment. | “Our instructors were not experienced in online assessments. (S94)” | 31 | Instructors should be given in-service training. | “Instructors can be given in-service training on online assessments. (S94)” | 26 |
| Instructors should use online tools more actively. | “Instructors should actively use online assessment tools. (S94)” | 15 |
Table 13
Online assessment software.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Software | There were repetitive questions and options in the system. | “Some exams had repetitive questions. (S15)” | 13 | The system should not allow repetitive questions and options. | “Fast and flexible online assessment software should be used. (S15)” | 25 |
| The system was working very slowly. | “The assessment system was slow, and I experienced freezes. (S102)” | 10 | More reliable and easy-to-use software should be used. | “Reliable and uncomplicated assessment software should be used. (S102)” | 12 | |
| We could not return to the question left blank. | “I couldn’t go back to the question I left blank in the exam. (S93)” | 10 | Faster and more flexible software should be used. | “The online assessment software used by instructors should be fast and flexible. (S93)” | 8 | |
| The system was inadequate to prevent cheating. | “The online exam system failed to prevent cheating. (S40)” | 10 |
Table 14
Comprehensiveness of online assessment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Comprehensiveness | Some exams included topics that were not covered in lessons. | “Some exams had questions about topics not covered in class. (S15)” | 25 | The number of activities and content in online courses should be increased. | “The diversity of online content should be increased. (S15)” | 25 |
| Exam content should be limited to the topics covered in the course. | “Online exams should be related to the topics covered in the course. (S15)” | 20 |
Table 15
Practical courses in online assessment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Practical Course | The online exam was not suitable for laboratory courses. | “Online assessment is not suitable for practical courses. (S70)” | 15 | Students should be asked to conduct video-recorded experiments. | “Students can record their experiments with a camera. (S70)” | 13 |
| Theoretical and practical courses were assessed in the same way. | “Instructors evaluated theoretical and practical courses using similar methods. (S65)” | 12 | Assessment tools should be varied. | “Different evaluation tools should be used for practical courses. (S65)” | 10 | |
| Simulation software should be used. | “Simulation software can be used in practical-oriented courses. (S23)” | 8 | ||||
| Practical exams must be done face-to-face. | “Practical courses should be evaluated in a face-to-face environment. (S23)” | 6 |
Table 16
Online assessment anxiety.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Anxiety | I was afraid of experiencing technical problems. | “I was worried about experiencing disconnection during the exam. (S12)” | 40 | Instructors should hold meetings with students before the online exam. | “Instructors should hold online meetings with students before the exam. (S12)” | 40 |
| I was afraid of not being able to complete the exam in the given time. | “I was afraid of not being able to complete the online exams on time. (S23)” | 28 | Sufficient time should be given for online exams. | “Instructors should be careful when determining the duration of online exams. (S23)” | 25 | |
| The inefficiency of online classes caused a fear of failure. | “The inefficiency of online classes was concerning. (S55)” | 10 | Assessment should be spread throughout the process. | “Expanding online assessment throughout the process may reduce concerns. (S55)” | 18 | |
| Inexperience with online exams was a cause for concern. | “I wasn’t very experienced with online exams. (S40)” | 10 | Make-up exams should be given to students who have technical problems. | “Make-up exams should be held for students who have problems in the exams. (S40)” | 13 | |
| We should experience the online exam before the actual exam. | “Instructors can reduce test anxiety by taking online quizzes outside of the exam. (S40)” | 10 |
Table 17
Lack of informative in online assessment.
| FACTORS | PROBLEMS | STATEMENTS | F | SUGGESTIONS | STATEMENTS | F |
|---|---|---|---|---|---|---|
| Lack of informative | Information about the exams was not sufficient. | “Instructors did not provide sufficient information during the online exam process. (S3)” | 56 | Detailed information about the exam content should be given. | “Instructors should inform students about the exam process. (S3)” | 45 |
| I didn’t get answers to my questions. | “When I asked the teachers questions about the exams, I did not get an answer. (S87)” | 10 | Detailed instructions should be prepared for the exam for each course. | “An exam application guide should be prepared. (S87)” | 25 | |
| The instructor must be accessible. | “Instructors should be easily accessible to students. (S87)” | 20 |