Reconfiguring assessment practices and strategies in online education during the pandemic

Yıl 2023, , 160 - 174, 20.03.2023

Jason Chavez , Daisy D. Lamorinas

https://doi.org/10.21449/ijate.1094589

Cited By: 23

Öz

The rise of the COVID-19 pandemic has led to the overhaul of the conduct of teaching and learning particularly in the assessment of learners during a time of crisis trapped in many structural and practical challenges. This study examines the assessment practices and strategies to protect its quality and integrity in the delivery of teaching and learning among higher education students at Zamboanga Peninsula Polytechnic State University, Zamboanga City, Philippines. This research employs a comprehensive and reliable survey questionnaire on the assessment practices and strategies for assessment, including its quality and integrity. A total of 300 students and teachers were purposefully selected for the study. Based on the findings, practical assessment and skill assessment were among the most widely employed strategies by the teachers. There was a need for skill development in distance learning which calls teachers to integrate it into skill assessment strategies. The study yields the current practices of the teachers in assessing the academic performances of the students, strategies to execute their assessment practices that comply with the health protocols, and strategies to safeguard the quality and integrity of these assessments despite the difficulties in the learning environment. This study is integral to extending the body of knowledge regarding the different assessment practices and strategies and how these influence the delivery of online education. Nevertheless, academic institutions should reconfigure their assessment practices in terms of which of these suits well their stakeholders.

Anahtar Kelimeler

COVID-19 Pandemic Assessment, Practices, Strategies, Online Education

Kaynakça

• Adzima, K. (2020). Examining online cheating in higher education using traditional classroom cheating as a guide. Electronic Journal of E-Learning, 18(6), 476-493.
• Bailey, S., Hendricks, S., &Applewhite, S. (2015). Student perspectives of assessment strategies in online courses. Journal of Interactive Online Learning, 13(3), 112-125.
• Beneroso, D., & Robinson, J. (2022). Online project-based learning in engineering design: Supporting the acquisition of design skills. Education for Chemical Engineers, 38(1), 38-47.
• Ching, Y.H., & Hsu, Y.C. (2015). Online graduate students’ preferences of discussion modality: Does gender matter? Journal of Online Learning and Teaching, 11(1), 31-41.
• Cole, M.T., & Swartz, L.B. (2013). Understanding academic integrity in the online learning environment: A survey of graduate and undergraduate business students. ASBBS Proceedings, 20(1), 738.
• Fung, C.Y., Su, S.I., Perry, E.J., & Garcia, M.B. (2022). Development of a socioeconomic inclusive assessment framework for online learning in higher education. In Socioeconomic inclusion during an era of online education (pp. 23-46). IGI Global.
• Gamage, K.A., Silva, E.K.D., & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 301.
• Gershenson, S. (2020). Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement. Thomas B. Fordham Institute, pp. 1-48.
• Heisig, J.P., & Matthewes, S.H. (2022). No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020). Zeitschrift für Soziologie, 51(1), 99-111.
• Holden, O.L., Norris, M.E., & Kuhlmeier, V. A. (2021). Academic integrity in online assessment: A research review. In Frontiers in Education (Vol. 6). Frontiers Media SA.
• Kaewsaiha, P., &Chanchalor, S. (2019). Survey on the use of learning management systems and online skill-based assessment in Thai teacher universities. Education, 100, 92.
• Lee-Post, A., & Hapke, H. (2017). Online learning integrity approaches: Current practices and future solutions. Online Learning, 21(1), 135-145.
• Liu, Z.J., Tretyakova, N., Fedorov, V., & Kharakhordina, M. (2020). Digital literacy and digital didactics as the basis for new learning models development. International Journal of Emerging Technologies in Learning, 15(14), 4-18.
• Mao, J., & Peck, K. (2013). Assessment strategies, self-regulated learning skills, and perceptions of assessment in online learning. Quarterly Review of Distance Education, 14(2), 75-95.
• Muljana, P.S., &Luo, T. (2019). Factors contributing to student retention in online learning and recommended strategies for improvement: A systematic literature review. Journal of Information Technology Education: Research, 18(1), 19-57.
• Naidu, S. (2017). Openness and flexibility are the norm, but what are the challenges?
• Oudkerk Pool, A., Jaarsma, A.D.C., Driessen, E.W., & Govaerts, M.J. (2020). Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development? Perspectives on medical education, 9(1), 166-172.
• Sanjaya, D.B., Suartama, I.K., & Suastika, I.N. (2022). The Effect of the Conflict Resolution Learning Model and Portfolio Assessment on the Students' Learning Outcomes of Civic Education. International Journal of Instruction, 15(1), 473-488.
• Sharp, L.A., & Sharp, J.H. (2016). Enhancing student success in online learning experiences through the use of self-regulation strategies. Journal on Excellence in College Teaching, 27(2), 57-75.
• Singgih, I. (2021). Being a ‘Lenient’Math Professor. In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia.
• Slade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K., & Matthews, K.E. (2022). Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought. Assessment & Evaluation in Higher Education, 47(4), 588-605.
• Stephens, J.M., Watson, P.W.S.J., Alansari, M., Lee, G., & Turnbull, S.M. (2021). Can online academic integrity instruction affect university students’ perceptions of and engagement in academic dishonesty? Results from a natural experiment in New Zealand. Frontiers in Psychology, 12(1), 1-16.
• Teclehaimanot, B., You, J., Franz, D.R., Xiao, M., & Hochberg, S.A. (2018). Ensuring academic integrity in online courses: A case analysis in three testing environments. The Quarterly Review of Distance Education, 12(1), 47-52.
• Toquero, C.M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 1-5.
• Tria, J.Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4.