Lessons on maintaining assessment integrity during COVID-19

IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal for Educational Integrity Pub Date : 2022-07-28 DOI:10.1007/s40979-022-00112-1
Samar Yakoob Almossa, Sahar Matar Alzahrani
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引用次数: 1

Abstract

In an era where conditions for education are rapidly changing globally, online assessment presents several opportunities as well as challenges in the higher education landscape. The forceful transition from face-to-face to online assessments, as part of the emergency implementation of online learning due to the COVID-19 pandemic, has affected teaching, learning, and assessment experiences worldwide. This study explores how faculty members in Saudi universities secured their online assessment during phase one of the COVID-19 pandemic. The research aims were: 1) identifying faculty assessment practices before the onset of COVID-19 and comparing these with practices during the pandemic, and 2) identifying the major challenges faced by the faculty members of the study in securing their online assessment to ensure that academic integrity and assessment standards remained intact. Data were collected from seven university professors through a self-reporting survey, followed by semi-structured interviews. The faculty members found the pandemic period to be the best time to change their assessment methods, and incorporate innovative ideas that conformed to both their own beliefs and students’ needs. The factors that influenced the faculty’s assessment alterations were their personal beliefs and learnings from others’ experiences, in addition to the guidelines issued by Saudi Arabia’s Ministry of Education. The results of this study have implications for the development of post-COVID-19 assessment practices and professional development priorities.

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COVID-19期间保持评估完整性的经验教训
在全球教育条件迅速变化的时代,在线评估为高等教育领域带来了一些机遇和挑战。作为COVID-19大流行期间紧急实施在线学习的一部分,从面对面评估到在线评估的有力过渡影响了全世界的教学、学习和评估经验。本研究探讨了沙特大学的教职员工如何在COVID-19大流行的第一阶段获得在线评估。研究目的是:1)确定COVID-19发病前的教师评估做法,并将其与大流行期间的做法进行比较;2)确定参与研究的教师在确保在线评估方面面临的主要挑战,以确保学术诚信和评估标准保持不变。数据是通过自我报告调查从七位大学教授那里收集来的,然后是半结构化的访谈。教师们发现,疫情期间是改变评估方法的最佳时机,并纳入符合他们自己信念和学生需求的创新理念。除了沙特阿拉伯教育部发布的指导方针外,影响教师评估变化的因素还包括他们的个人信仰和从他人经验中学到的东西。这项研究的结果对covid -19后评估实践和专业发展重点的发展具有重要意义。
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来源期刊
International Journal for Educational Integrity
International Journal for Educational Integrity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
26.10%
发文量
25
审稿时长
22 weeks
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