SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF THE CHALLENGES AND SOLUTIONS TO ONLINE ASSESSMENT OF LEARNING

Authors

  • Ezeugo Nneka Chinyere Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria orcid.org/0000-0002-3680-3150

DOI:

https://doi.org/10.46827/ejes.v8i9.3915

Keywords:

teachers’ perception, digital literacy, online assessment, learning, challenges solutions

Abstract

The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment.

 

Article visualizations:

Hit counter

Author Biography

  • Ezeugo Nneka Chinyere, Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria orcid.org/0000-0002-3680-3150
    Ezeugo Nneka Chinyere was formally a Chief Lecturer in the Department of Primary Education, Nwafor Orizu College of Education, Nsugbe, where she served in various capacities like the Head, Department of Primary Education, Dean School of Early Childhood Care and Primary Education. Presently she is a Senior Lecturer in the Department of Educational Foundations, Nnamdi Azikiwe University Awka. She obtained a bachelors degree in Mathematics education from University of Ibadan, Masters degree in Mathematics education from the University of Nigeria Nsukka and a Doctorate degree in Measurement and Evaluation from Nnamdi Azikiwe University, Awka. Her current research interests are in the area of Measurement and Evaluation.

References

Abdulghani, A. A. (2020). E-Assessment of students’ performance during the e-teaching and learning. International Journal of Advanced Science and Technology, 29(8s), 1537-1547.

Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and Challenges of Using e-Assessment. International Journal of Information and Education Technology, 8(1), 34-37. DOI: 10.18178/ijiet.2018.8.1.1008

Barbosa, H. & Garcia-Penalvo, F. J. (2005). Importance of online assessment in the e-learning process. Retrieved from https://www.researchgate.net/publication/4204731_Importance_of_Online_Assessment_in_the_E-learning_Process

Easy LMS B. V. (2021). What is online assessment. Retrieved from https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/what-is-an-online-assessment-definition-meaning/item10639

eCom (2021). What is online assessment? https://www.ecomscotland.com/resources/insight-what-is-online-assessment

Emmanuel, L. H. (2020). Perceptions of e-assessment by students and lecturers. International Journal of Education and Research, 8(4), 143-152.

Eyiuche, R. & Adebowale, O. A. (2020). Appraising the extent of digital divide between music teachers and students in Anambra state secondary schools, Nigeria. International Journal of Music Studies, 2(1), 26-43.

Fedelis, R. & Harwati, H. (2021). Primary school teachers’ usage and perception of online formative assessment tools in language assessment. International Journal of Academic Research in Progressive Education & Development, 10(1), 291-303. DOI:10.6007/IJARPED/v10-i1/8846

Gomathy, C. K. (2018). A study on the effect of digital literacy and information management. Journal of Scientific Research and Review, 7(3), 51-57.

Guangul, F. M., Suhail, A. H., Khalit, M. I. Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educ Asse Eval Acc 32, 519–535. https://doi.org/10.1007/s11092-020-09340-w

Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. MERLOT Journal of Online Learning and Teaching 8(3) https://jolt.merlot.org/vol8no3/kearns_0912.pdf

Mariam, Y. M. A. (2021). Full-time online assessment during covid-19 lockdown: EFL teachers’ perceptions. Asian EFL Journal Research Articles, 28(1), 1-22.

Masters, G., Thomson, S. & Schleicher, A. (2017). Assessment online: informing teaching and learning. https://www.teachermagazine.com/au_en/

Mayotte, S. (2012). Online assessment. https://www.igi-global.com/chapter/online-assessment/64775

Mirza, H. S. (2021). University teachers’ perception of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal. 13(1)

Noradila, I., Nishantini, G. & Nur, S. A. M. (2021). Students’ perception towards the usage of online assessment in university Putra Malaysia amidst COVID-19 pandemic. Journal of Research in Humanities and Social Science, 9(2), 09-16.

Nworgu, B. G. (2015). Educational research: Basic issues and methodology. Ibadan: wisdom Publisher Limited.

Ramazan, Y. (2017). Problems experienced in evaluation success and performance in distance education: A case study. Turkish Online Journal of Distance Education-TOJDE, 18(1), 39-51.

Strunc, A. (2020). Editorial: Are They Listening? Policymakers and Their Role in Public Education. Research in Educational Policy and Management, 2(1), i-iii. https://doi.org/10.46303/repam.02.01.ed

The World Bank (2020). How countries are using EdTech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. Retrieved from https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic

Vlachopoulos, D. (2020). COVID-19: Threat or opportunity for online education? Higher Learning Research Communications, 10(1). https://doi.org/10.18870/hlrc.v10i1.1

Western Sydney University (2020). What it Digital literacy? https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/digital_literacy/what_is_digital_literacy.

Downloads

Published

2021-08-30

Issue

Vol. 8 No. 9 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).