Pedagogical Approaches for E-Assessment with Authentication and Authorship Verification in Higher Education

Autor/inn/en	Okada, Alexandra; Noguera, Ingrid; Alexieva, Lyubka; Rozeva, Anna; Kocdar, Serpil; Brouns, Francis; Ladonlahti, Tarja; Whitelock, Denise; Guerrero-Roldán, Ana-Elena
Titel	Pedagogical Approaches for E-Assessment with Authentication and Authorship Verification in Higher Education
Quelle	In: British Journal of Educational Technology, 50 (2019) 6, S.3264-3282 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okada, Alexandra) ORCID (Alexieva, Lyubka) ORCID (Rozeva, Anna) ORCID (Kocdar, Serpil) ORCID (Brouns, Francis) ORCID (Ladonlahti, Tarja) ORCID (Whitelock, Denise) ORCID (Guerrero-Roldán, Ana-Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12733
Schlagwörter	Audits (Verification); Plagiarism; Cheating; Internet; Electronic Learning; College Faculty; Trust (Psychology); Computer Assisted Testing; Foreign Countries; Information Security; Privacy; Teacher Attitudes; United Kingdom; Spain; Netherlands; Bulgaria; Finland; Turkey + Suchen Sie Ihr Suchwort? Plagiat; Prellen; Fakultät; Ausland; Privatsphäre; Lehrerverhalten; Großbritannien; Spanien; Niederlande; Bulgarien; Finnland; Türkei
Abstract	Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA--Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01