Unproctored Assignment-Based Online Assessment in Higher Education: Stakeholder Evaluation of Issues

Autor/in	Nguyen, Hong Thu Thi
Titel	Unproctored Assignment-Based Online Assessment in Higher Education: Stakeholder Evaluation of Issues
Quelle	In: Issues in Educational Research, 33 (2023) 1, S.207-226 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Hong Thu Thi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Foreign Countries; Student Evaluation; Online Courses; Computer Assisted Testing; English (Second Language); Majors (Students); College Students; College Faculty; Expertise; Learning Motivation; Barriers; Program Effectiveness; Assignments; Student Attitudes; Evaluation Methods; Tests; Risk; Cheating; Teacher Attitudes; Supervision; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Online course; Online-Kurs; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Fakultät; Expert appraisal; Motivation for studies; Lernmotivation; Assignment; Auftrag; Zuweisung; Schülerverhalten; Examination; Prüfung; Examen; Risiko; Prellen; Lehrerverhalten
Abstract	This study investigates unproctored assignment-based assessment implementation in an online teaching environment compared to on-site assessment. A mixed-method research approach was conducted with the participation of 284 English-major students, 6 teachers, and 4 experts at a university in Vietnam. Data collection instruments included a questionnaire, in-depth questions, observations, and interviews to examine stakeholders' evaluation of unproctored assignment-based online assessment compared with on-site assessment; differences in students' learning motivation; drawbacks in online assessment implementation; and how to facilitate students implementing online assessment effectively. The quantitative results show that despite the significance of unproctored assignment-based assessment, students gave higher evaluations for traditional assessment, particularly in terms of measuring knowledge, examining skills, and ensuring academic integrity. Online assessment has no different impact on student learning motivation compared to traditional assessment. The qualitative data indicate that various problems in unproctored final exams challenged the effectiveness of assessment practices, such as poor adaptability to the learning objectives; more risks in submission; risks to academic integrity without proctoring, such as cheating, plagiarism, collusion, fabrication, and subjective evaluation; and limited development of skills and practice. Implications for online teaching and assessment are recommended. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01