The Effectiveness of Distance Learning Assessment Practices: Case Study
Downloads
Assessment is an essential component of the educational process as it tracks the progress of lessons, activities and facilitates learning through formative assessment or measures performance towards graduation or entry to higher levels of education or employment through summative assessment. However, increasing student enrollments in open-access educational institutions and the need for frequent assessments have led to a shift towards ICT (information and communication technologies) based remote assessment methods. The emergence of health emergencies and the strategy of Moroccan higher education has further accelerated this transition from traditional in-person assessments to remote assessments. This study uses a transversal research design to analyze the impact of distance assessment practices at Sultan Moulay Slimane University in Morocco. The research method includes the development of a benchmark for distance education evaluation methods and a statistical survey of randomly selected students (293) in eight university establishments, as well as other stakeholders involved in the remote assessment process. The objective is to determine the evaluation methodologies most appropriate to the specific context of Sultan Moulay Slimane University. Data is analyzed using descriptive statistics.
Downloads
M. C. Heitink, F. M. Van der Kleij, B. P. Veldkamp, K. Schildkamp, and W. B. Kippers, “A systematic review of prerequisites for implementing assessment for learning in classroom practice,” Educational Research Review, vol. 17. Elsevier Ltd, pp. 50–62, Feb. 01, 2016, doi: 10.1016/j.edurev.2015.12.002.
A. De Brún, L. Rogers, A. Drury, and B. Gilmore, “Nurse Education Today Evaluation of a formative peer assessment in research methods teaching using an online platform : A mixed methods pre-post study,” Nurse Educ. Today, vol. 108, no. September 2021, p. 105166, 2022, doi: 10.1016/j.nedt.2021.105166.
D. Boud and N. Falchikov, “Aligning assessment with long‐term learning,” Assess. Eval. High. Educ., vol. 31, no. 4, pp. 399–413, Aug. 2006, doi: 10.1080/02602930600679050.
P. E. Newton, “Clarifying the purposes of educational assessment,” Assess. Educ., vol. 14, no. 2, pp. 149–170, 2007.
P. Black and D. Wiliam, “Developing the theory of formative assessment,” Educ. Assessment, Eval. Accountability(formerly J. Pers. Eval. Educ., vol. 21, no. 1, p. 5, 2009, doi: 10.1007/s11092-008-9068-5.
D. Carless, “Learning‐oriented assessment: conceptual bases and practical implications,” Innov. Educ. Teach. Int., vol. 44, no. 1, pp. 57–66, 2007.
D. Boud, “Sustainable assessment: rethinking assessment for the learning society,” Stud. Contin. Educ., vol. 22, no. 2, pp. 151–167, 2000.
V. J. Shute, L. Wang, S. Greiff, W. Zhao, and G. Moore, “Measuring problem solving skills via stealth assessment in an engaging video game,” Comput. Human Behav., vol. 63, pp. 106–117, 2016.
M. Webb and D. Ifenthaler, “Assessment as, for and of 21st Century learning using information technology: An overview,” 2018.
E. L. Baker, G. K. W. K. Chung, and L. Cai, “Assessment gaze, refraction, and blur: The course of achievement testing in the past 100 years,” Rev. Res. Educ., vol. 40, no. 1, pp. 94–142, 2016.
J. W. Gikandi, D. Morrow, and N. E. Davis, “Online formative assessment in higher education: A review of the literature,” Comput. Educ., vol. 57, no. 4, pp. 2333–2351, 2011, doi: 10.1016/j.compedu.2011.06.004.
Q. Nguyen, B. Rienties, L. Toetenel, R. Ferguson, and D. Whitelock, “Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates,” Comput. Human Behav., vol. 76, pp. 703–714, 2017.
C. J. Bonk, M. M. Lee, T. C. Reeves, and T. H. Reynolds, MOOCs and open education around the world. Routledge, 2015.
M. G. Moore and G. Kearsley, Distance education: A systems view of online learning. Cengage Learning, 2011.
Z. G. Baleni, “Online formative assessment in higher education: Its pros and cons,” Electron. J. e-Learning, vol. 13, no. 4, pp. pp228-236, 2015.
Y. A. Kim et al., “Responsive teaching in online learning environments,” J. Coll. Sci. Teach., vol. 50, no. 4, pp. 17–24, 2021.
W. Admiraal, B. Huisman, and M. Van de Ven, “Self-and peer assessment in massive open online courses.,” Int. J. High. Educ., vol. 3, no. 3, pp. 119–128, 2014.
F. Martin, A. Ritzhaupt, S. Kumar, and K. Budhrani, “Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation,” Internet High. Educ., vol. 42, pp. 34–43, 2019.
H.-S. Lee, G.-H. Gweon, T. Lord, N. Paessel, A. Pallant, and S. Pryputniewicz, “Machine learning-enabled automated feedback: supporting students’ revision of scientific arguments based on data drawn from simulation,” J. Sci. Educ. Technol., vol. 30, pp. 168–192, 2021.
D. Gašević, S. Greiff, and D. W. Shaffer, “Towards strengthening links between learning analytics and assessment: Challenges and potentials of a promising new bond,” Computers in Human Behavior, vol. 134. Elsevier, p. 107304, 2022.
J. Liebowitz, Online learning analytics. CRC Press, 2021.
J. Heil and D. Ifenthaler, “Online Assessment in Higher Education: A Systematic Review.,” Online Learn., vol. 27, no. 1, 2023.
E. Liguori and C. Winkler, “From offline to online: Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic,” Entrepreneurship Education and Pedagogy, vol. 3, no. 4. SAGE Publications Sage CA: Los Angeles, CA, pp. 346–351, 2020.
W. Al-Mawee, K. M. Kwayu, and T. Gharaibeh, “Student’s perspective on distance learning during COVID-19 pandemic: A case study of Western Michigan University, United States,” Int. J. Educ. Res. Open, vol. 2, p. 100080, 2021.
M. Bączek, M. Zagańczyk-Bączek, M. Szpringer, A. Jaroszyński, and B. Wożakowska-Kapłon, “Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students,” Medicine (Baltimore)., vol. 100, no. 7, 2021.
T. Barker and S. Bennett, “The use of electronic voting and peer assessment to encourage the development of higher order thinking skills in learners,” Int. J. e-Assessment, 2012.
I. Sikurajapathi, K. Henderson, and R. Gwynllyw, “Using e-assessment to address mathematical misconceptions in engineering students,” Int. J. Inf. Educ. Technol., vol. 10, no. 5, pp. 356–361, 2020.
L. Ali and N. Dmour, “The shift to online assessment due to COVID-19: An empirical study of university students, behaviour and performance, in the region of UAE,” Int. J. Inf. Educ. Technol., vol. 11, no. 5, pp. 220–228, 2021.
J.-J. Choi, C. A. Robb, M. Mifli, and Z. Zainuddin, “University students’ perception to online class delivery methods during the COVID-19 pandemic: A focus on hospitality education in Korea and Malaysia,” J. Hosp. Leis. Sport Tour. Educ., vol. 29, p. 100336, 2021.
A. Akimov and M. Malin, “When old becomes new: a case study of oral examination as an online assessment tool,” Assess. Eval. High. Educ., vol. 45, no. 8, pp. 1205–1221, 2020.
M. De Rond and R. Thietart, “Responsabilité stratégique des dirigeants: Entre hasard, choix et inévitabilité,” Rev. française Gest., no. 3, pp. 63–77, 2007.
M. Al-Balas et al., “Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives,” BMC Med. Educ., vol. 20, no. 1, pp. 1–7, 2020.
D. O’Doherty, M. Dromey, J. Lougheed, A. Hannigan, J. Last, and D. McGrath, “Barriers and solutions to online learning in medical education–an integrative review,” BMC Med. Educ., vol. 18, no. 1, pp. 1–11, 2018.
Copyright (c) 2024 Radoine Hamzaoui, Boudhar Abdeslam, Elhoucine OUASSAM, Younes-Aziz Bachiri, Bouikhalene Belaid
This work is licensed under a Creative Commons Attribution 4.0 International License.
