Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 20 Sayı: 4, 185 - 196, 01.10.2019
https://doi.org/10.17718/tojde.640588

Öz

Kaynakça

  • Al-Saleem, S.M. & Ullah, H. (2014). Security Considerations and Recommendations in Computer-Based Testing. The Scientific World Journal. Retrieved February 20, 2018 from https://www.hindawi. com/journals/tswj/2014/562787/. Ayo, C. K., Akinyemi, I. O.; Adebiyi, A. A. & Ekong, U. O.(2007). The prospects of e-examination implementation in Nigeria. Turkish Online Journal of Distance Education, 8(4), 125-134. Anusha, N. S, Soujanya, T. S. & Vasavi, D. S. (2012). Study on techniques for providing enhanced security during online exams,” International Journal of Engineering Inventions, 1(1), 32–37. Baleni Z.(2015). Online formative assessment in higher education: Its pros and cons. The Electronic Journal of e-Learning, 13(4), 228-236. Bernik, I., & Jereb, E.(2006). Students’ Readiness for Electronic Examinations. Proceedings of the 5th WSEAS International Conference on Education and Educational Technology, Tenerife, Canary Islands, Spain, December 16-18,2006 142-145. Chua, Y. P. C., & Don, Z. M.(2013). Effects of computer-based educational achievement test on test performance and test takers’ motivation. Computers in Human Behavior, 29(5), 1889–1895. Cook, J. & Jenkins, V. (2010). Getting Started with e-Assessment. University of Bath. Retrieved February 13, 2017 from http://opus.bath.ac.uk/17712/. Dermo, J.(2009). e‐Assessment and the student learning experience: A survey of student perceptions of e‐ assessment. British Journal of Educational Technology, 40(2), 203-214. Domino, G., & Domino, M. L. (2006). Psychological testing: An introduction. Cambridge University Press Cambridge. Dreher, C., Reiners, T., & Dreher, H. (2011). Investigating Factors Affecting the Uptake of Automated Assessment Technology. Journal of Information Technology Education,10, 161-181. Farzin, S.(2016). Attitude of Students Towards E-Examination System: an Application of E-Learning. Management Science and Information Technology, 1(2), 20-25. Ferrao, M. (2010). Eassessment within the Bologna Paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35 (7),819–830. Gershon, R.C. (2005). Computer adaptive testing. Journal of Applied Measurement, 6 (1), 109–127. Heinrich, E., Milne, J., & Moore, M. (2009). An Investigation into E-Tool Use for Formative Assignment Assessment--Status and Recommendations. Educational Technology & Society, 12(4), 176–192. 196 Hodgson, P., & Pang, M. Y. C. (2012). Effective formative e-assessment of student learning: a study on a statistics course. Assessment & Evaluation in Higher Education, 37(2),215–225. Iannone, P. & Simpson, A. 2013. Students’ perceptions of assessment in undergraduate mathematics. Research in Mathematics Education Journal. 15 (1), 17-32. Jamil, M., Tariq, R. H., & Shami, P. A.(2012) Computer-Based vs Paper-Based Examinations: Perceptions of University Teachers. Turkish Online Journal of Educational Technology, 11(4), 371-381. James, R.(2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, 13(19), 1-13. JISC (2010). Effective Assessment in a Digital Age. A JISC report. Retreived April 12, 2018 from http://www. jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf Jordan, S. E. (2013). E-assessment: Past, present and future. New Directions for Adult and Continuing Education, 9(1), 87-106. Kuikka, M., Kitola, M. & Laakso, M.(2014). Challenges when introducing electronic exam. Research in Learning Technology, 22(1), 1-17. Lim, E., CH., Ong, B., KC., Wilder-Smith, E., PV., & Seet, R., CS.(2006). Computer-based Versus Penand-paper Testing: Students’ Perception. Ann Acad Med Singapore, 35 (9), 599-603. McGarvey, D.J. & Haxton, K.J. (2011). Using audio for feedback on assessments: Tutor and student experiences. New Directions in the Teaching of Physical Sciences, 7, 5–9. Miller, T. (2009) Formative computer-based assessment in higher education: The effectiveness of feedback in supporting student learning. Assessment and Evaluation in Higher Education, 34(2), 181–92. Moodle (2017). Moodle 3.2 docs. Retreived April 11, 2018 from https://docs.moodle.org/35/en/Quiz_ activity. Nicol, D.(2007). E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31(1), 53–64. Osuji, U.(2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, 13(4),140–152. Sarrayrih, M. & Ilyas, M.(2013). Challenges of Online Exam, Performances and problems for Online University Exam. International Journal of Computer Science Issue (IJCSI), 10(1), 439-443. Sekaran, U. (2003). Research mehtods for business: A skill building approach. New York John Wiley & Sons, Inc. Shraim, K. and Crompton, H. (2015). Perceptions of Using Smart Mobile Devices in Higher Education Teaching: Case Study from PalestineContemporary Educational Technology, 6(4), 301-318. Shraim, K. (2018). Palestine (West Bank and Gaza Strip). In: Weber A., Hamlaoui S. (eds) E-Learning in the Middle East and North Africa (MENA) Region. Springer, Cham, 309-332. Simkin, M.G. & Kuechler, W.L. (2005). Multiplechoice tests and student understanding: What is the connection? Decision Sciences Journal of Innovative Education, 3 (1), 73–97. Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172–185. Williamson, H.(2018).Online Exams: The Need for Best Practices and Overcoming Challenges.The Journal of Public and Professional Sociology: 10(1), 1-7. Whitelock, D. (2006). Electronic assessment: Marking, monitoring and mediating learning. International Journal of Learning Technology, 2(2–3),264–76.

Online Examination Practices in Higher Education Institutions: Learners’ Perspectives

Yıl 2019, Cilt: 20 Sayı: 4, 185 - 196, 01.10.2019
https://doi.org/10.17718/tojde.640588

Öz

Online examinations, commonly known as electronic examinations (e-exams), are becoming increasingly implemented in higher education institutions in Palestine. However, learners’ perspectives on these exams remain unexplored. This study therefore examines learners’ perceptions of the online examination practices at Palestine Technical University-Kadoorie. An online questionnaire survey of 342 undergraduate students elicited their perceptions of the relative advantages of online examinations in terms of pedagogy, validity, reliability, affective factors, practicality and security. The results show that online exams were perceived to have significant benefits over traditional, paper-based examinations, including reliability of grading and efficiency in terms of time, effort and money spent on the exam process. Conversely, participants identified many challenges facing the successful implementation of online exams regarding security, validity and fairness issues. The findings also indicate that e-exams are particularly suitable for formative assessment, for measuring learning rather than the summative assessment of learning. The successful implementation of online exams depends on designing them to be valid, reliable, secure and flexible.

Kaynakça

  • Al-Saleem, S.M. & Ullah, H. (2014). Security Considerations and Recommendations in Computer-Based Testing. The Scientific World Journal. Retrieved February 20, 2018 from https://www.hindawi. com/journals/tswj/2014/562787/. Ayo, C. K., Akinyemi, I. O.; Adebiyi, A. A. & Ekong, U. O.(2007). The prospects of e-examination implementation in Nigeria. Turkish Online Journal of Distance Education, 8(4), 125-134. Anusha, N. S, Soujanya, T. S. & Vasavi, D. S. (2012). Study on techniques for providing enhanced security during online exams,” International Journal of Engineering Inventions, 1(1), 32–37. Baleni Z.(2015). Online formative assessment in higher education: Its pros and cons. The Electronic Journal of e-Learning, 13(4), 228-236. Bernik, I., & Jereb, E.(2006). Students’ Readiness for Electronic Examinations. Proceedings of the 5th WSEAS International Conference on Education and Educational Technology, Tenerife, Canary Islands, Spain, December 16-18,2006 142-145. Chua, Y. P. C., & Don, Z. M.(2013). Effects of computer-based educational achievement test on test performance and test takers’ motivation. Computers in Human Behavior, 29(5), 1889–1895. Cook, J. & Jenkins, V. (2010). Getting Started with e-Assessment. University of Bath. Retrieved February 13, 2017 from http://opus.bath.ac.uk/17712/. Dermo, J.(2009). e‐Assessment and the student learning experience: A survey of student perceptions of e‐ assessment. British Journal of Educational Technology, 40(2), 203-214. Domino, G., & Domino, M. L. (2006). Psychological testing: An introduction. Cambridge University Press Cambridge. Dreher, C., Reiners, T., & Dreher, H. (2011). Investigating Factors Affecting the Uptake of Automated Assessment Technology. Journal of Information Technology Education,10, 161-181. Farzin, S.(2016). Attitude of Students Towards E-Examination System: an Application of E-Learning. Management Science and Information Technology, 1(2), 20-25. Ferrao, M. (2010). Eassessment within the Bologna Paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35 (7),819–830. Gershon, R.C. (2005). Computer adaptive testing. Journal of Applied Measurement, 6 (1), 109–127. Heinrich, E., Milne, J., & Moore, M. (2009). An Investigation into E-Tool Use for Formative Assignment Assessment--Status and Recommendations. Educational Technology & Society, 12(4), 176–192. 196 Hodgson, P., & Pang, M. Y. C. (2012). Effective formative e-assessment of student learning: a study on a statistics course. Assessment & Evaluation in Higher Education, 37(2),215–225. Iannone, P. & Simpson, A. 2013. Students’ perceptions of assessment in undergraduate mathematics. Research in Mathematics Education Journal. 15 (1), 17-32. Jamil, M., Tariq, R. H., & Shami, P. A.(2012) Computer-Based vs Paper-Based Examinations: Perceptions of University Teachers. Turkish Online Journal of Educational Technology, 11(4), 371-381. James, R.(2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, 13(19), 1-13. JISC (2010). Effective Assessment in a Digital Age. A JISC report. Retreived April 12, 2018 from http://www. jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf Jordan, S. E. (2013). E-assessment: Past, present and future. New Directions for Adult and Continuing Education, 9(1), 87-106. Kuikka, M., Kitola, M. & Laakso, M.(2014). Challenges when introducing electronic exam. Research in Learning Technology, 22(1), 1-17. Lim, E., CH., Ong, B., KC., Wilder-Smith, E., PV., & Seet, R., CS.(2006). Computer-based Versus Penand-paper Testing: Students’ Perception. Ann Acad Med Singapore, 35 (9), 599-603. McGarvey, D.J. & Haxton, K.J. (2011). Using audio for feedback on assessments: Tutor and student experiences. New Directions in the Teaching of Physical Sciences, 7, 5–9. Miller, T. (2009) Formative computer-based assessment in higher education: The effectiveness of feedback in supporting student learning. Assessment and Evaluation in Higher Education, 34(2), 181–92. Moodle (2017). Moodle 3.2 docs. Retreived April 11, 2018 from https://docs.moodle.org/35/en/Quiz_ activity. Nicol, D.(2007). E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31(1), 53–64. Osuji, U.(2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, 13(4),140–152. Sarrayrih, M. & Ilyas, M.(2013). Challenges of Online Exam, Performances and problems for Online University Exam. International Journal of Computer Science Issue (IJCSI), 10(1), 439-443. Sekaran, U. (2003). Research mehtods for business: A skill building approach. New York John Wiley & Sons, Inc. Shraim, K. and Crompton, H. (2015). Perceptions of Using Smart Mobile Devices in Higher Education Teaching: Case Study from PalestineContemporary Educational Technology, 6(4), 301-318. Shraim, K. (2018). Palestine (West Bank and Gaza Strip). In: Weber A., Hamlaoui S. (eds) E-Learning in the Middle East and North Africa (MENA) Region. Springer, Cham, 309-332. Simkin, M.G. & Kuechler, W.L. (2005). Multiplechoice tests and student understanding: What is the connection? Decision Sciences Journal of Innovative Education, 3 (1), 73–97. Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172–185. Williamson, H.(2018).Online Exams: The Need for Best Practices and Overcoming Challenges.The Journal of Public and Professional Sociology: 10(1), 1-7. Whitelock, D. (2006). Electronic assessment: Marking, monitoring and mediating learning. International Journal of Learning Technology, 2(2–3),264–76.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Khitam Shraım Bu kişi benim 0000-0002-9427-4963

Yayımlanma Tarihi 1 Ekim 2019
Gönderilme Tarihi 6 Eylül 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 4

Kaynak Göster

APA Shraım, K. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education, 20(4), 185-196. https://doi.org/10.17718/tojde.640588

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