{"title":"在远程/在线评估中促进学术诚信——英语教师的观点","authors":"Surya Subrahmanyam Vellanki, S. Mond, Z. Khan","doi":"10.55593/ej.26104a7","DOIUrl":null,"url":null,"abstract":"The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least initially. When concerns about academic integrity soon followed, new pedagogical concepts and modes were trialed in the hopes of addressing perceived inadequacies. This study, using a mixed-method design, investigates teacher-participants’ perceptions of online assessment and academic integrity. It explores the challenges they believed had a detrimental effect on the latter – technical difficulties, problems due to lack of physical presence, student behavioral issues, and concerns about assessment design and process. This study also discusses teacher-participants’ suggested approaches to safeguarding against dishonesty, including modifications in design, conduct, and evaluation of quizzes and exams. Finally, it ends with teacher-participants’ recommendations and suggestions for policy-level changes to help minimize the adverse effects of prolonged RT.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Promoting Academic Integrity in Remote/Online Assessment – EFL Teachers’ Perspectives\",\"authors\":\"Surya Subrahmanyam Vellanki, S. Mond, Z. Khan\",\"doi\":\"10.55593/ej.26104a7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least initially. When concerns about academic integrity soon followed, new pedagogical concepts and modes were trialed in the hopes of addressing perceived inadequacies. This study, using a mixed-method design, investigates teacher-participants’ perceptions of online assessment and academic integrity. It explores the challenges they believed had a detrimental effect on the latter – technical difficulties, problems due to lack of physical presence, student behavioral issues, and concerns about assessment design and process. This study also discusses teacher-participants’ suggested approaches to safeguarding against dishonesty, including modifications in design, conduct, and evaluation of quizzes and exams. Finally, it ends with teacher-participants’ recommendations and suggestions for policy-level changes to help minimize the adverse effects of prolonged RT.\",\"PeriodicalId\":66774,\"journal\":{\"name\":\"对外汉语教学与研究\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"对外汉语教学与研究\",\"FirstCategoryId\":\"1092\",\"ListUrlMain\":\"https://doi.org/10.55593/ej.26104a7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"对外汉语教学与研究","FirstCategoryId":"1092","ListUrlMain":"https://doi.org/10.55593/ej.26104a7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Promoting Academic Integrity in Remote/Online Assessment – EFL Teachers’ Perspectives
The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least initially. When concerns about academic integrity soon followed, new pedagogical concepts and modes were trialed in the hopes of addressing perceived inadequacies. This study, using a mixed-method design, investigates teacher-participants’ perceptions of online assessment and academic integrity. It explores the challenges they believed had a detrimental effect on the latter – technical difficulties, problems due to lack of physical presence, student behavioral issues, and concerns about assessment design and process. This study also discusses teacher-participants’ suggested approaches to safeguarding against dishonesty, including modifications in design, conduct, and evaluation of quizzes and exams. Finally, it ends with teacher-participants’ recommendations and suggestions for policy-level changes to help minimize the adverse effects of prolonged RT.