Assuring Online Assessment Quality: The Case of Unproctored Online Assessment

Autor/inn/en	Lin, Linda; Foung, Dennis; Chen, Julia
Titel	Assuring Online Assessment Quality: The Case of Unproctored Online Assessment
Quelle	In: Quality Assurance in Education: An International Perspective, 31 (2023) 1, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-02-2022-0048
Schlagwörter	Quality Assurance; Student Evaluation; English for Academic Purposes; Second Language Learning; Foreign Countries; Supervision; Computer Assisted Testing; Outcomes of Education; Educational Quality; Plagiarism; Integrity; Undergraduate Students; Hong Kong + Suchen Sie Ihr Suchwort? Qualitätssicherung; Schulnote; Studentische Bewertung; Zweitsprachenerwerb; Ausland; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Plagiat; Integrität; Hongkong
Abstract	Purpose: This study aims to examine the impact of the transformation of an assessment on students' performance and perspectives in an English for Academic Purposes course in Hong Kong. The assessment was changed from the traditional pen-and-paper mode to an unproctored online mode. Design/methodology/approach: Using mixed methods, the research team analysed the differences between the assessment performances of those who took the course before the pandemic (n = 664) and those who took it during the pandemic (n = 702). Furthermore, focus group interviews were conducted with seven students regarding their perspectives on the unproctored assessment. Findings: The results revealed that, although there were no major differences in the overall grades of the two groups, students who were assessed online during the pandemic performed significantly better in terms of their English use. Nevertheless, the shift to online assessment had several negative effects on the students. Originality/value: Previous studies on unproctored online assessments (UOA) were concerned with potential learning quality issues, such as plagiarism and grade inflation. This study, however, provided empirical evidence that high-quality assessment delivery can be provided via UOA if the question types and assessment arrangements are carefully decided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01