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
- 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
- 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
- Büyüköztürk, ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi.
- 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
- Fraenkel, J., Wallen, N., & Hyun, H. (1993).
How to Design and Evaluate Research in Education 10th ed. McGraw-Hill Education. - 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
- Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Ectj, 30(4), 233–252. 10.1007/BF02765185
- 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
- Heil, J., & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187–218. 10.24059/olj.v27i1.3398
- Hickey, D. T. (2022). Situative approaches to online engagement, assessment, and equity. Educational Psychologist, 57(3), 221–225. 10.1080/00461520.2022.2079129
- 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
- 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
- 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
- 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
- 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
- Miles, M. B., & Huberman, A. M. (1994), Qualitative Data Analysis: An Expanded Sourcebook. SAGE.
- 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
- 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
- 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.
- 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
- 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
- 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
- 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
- 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
- Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30. 10.29173/pandpr19803
- 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. - Yıldırım, A., & şimşek, H. (2013). Nitel araştırma yöntemleri. Seçkin.
- 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
- 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
DOI: https://doi.org/10.55982/openpraxis.16.4.689 | Journal eISSN: 2304-070X
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:
© 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.