Research highlights that cheating in online exams during the pan demic could also be linked to students’ lack of motivation and purpose, which was another relevant concern for ERT. On the one hand, in both teachers’ and students’ perceptions, online settings offer more opportuni ties to engage in dishonest behaviours such as impersonation, forbidden aid, peeking, peer collaboration, and outside assistance (Adzima 2020; Chirumamilla et al. 2020). On the other hand, case studies highlight that academic cheating correlates with a perception of increased anonymity in the online environment, dissatisfaction with the perceived quality of the educational experience, and insufficient involvement of higher-order thinking in the tasks (Srikanth and Asmatulu 2014; Czerniewicz et al. 2020). Therefore, the time is ripe to address questions regarding possible changes to the syllabi in their grading components and to the common practice of summative final examinations (Butler-Henderson and Crawford 2020; Dadashzadeh 2021). As a possible countermeasure against cheating, alternative assessments should stem from better design principles applied to both modules and assessment (Rahim 2020). Assessment could, for instance, include a mixture of open-book online examinations (Eurboonyanun et al. 2021), tasks involving higher-level thinking (Villarroel et al. 2020), and continuous and formative assess ment (García-Peñalvo et al. 2021; Moorhouse and Kohnke 2022). Moreover, evidence-based research suggests that teachers should develop specific pedagogical strategies to face the challenges of synchronous online teaching through videoconferencing software (VCS), which has become a common mode of instruction during COVID-19, either taken on its own or integrated into hybrid teaching. This increasingly digital professional competence encompasses assessing students in various types of digital environments while guaranteeing fair and reliable evaluation (Moorhouse and Kohnke 2022).
Authentic and Continuous Assessment During the Pandemic: Teachers’ and Students’ Perspectives
Antonella Giacosa
First
2023-01-01
Abstract
Research highlights that cheating in online exams during the pan demic could also be linked to students’ lack of motivation and purpose, which was another relevant concern for ERT. On the one hand, in both teachers’ and students’ perceptions, online settings offer more opportuni ties to engage in dishonest behaviours such as impersonation, forbidden aid, peeking, peer collaboration, and outside assistance (Adzima 2020; Chirumamilla et al. 2020). On the other hand, case studies highlight that academic cheating correlates with a perception of increased anonymity in the online environment, dissatisfaction with the perceived quality of the educational experience, and insufficient involvement of higher-order thinking in the tasks (Srikanth and Asmatulu 2014; Czerniewicz et al. 2020). Therefore, the time is ripe to address questions regarding possible changes to the syllabi in their grading components and to the common practice of summative final examinations (Butler-Henderson and Crawford 2020; Dadashzadeh 2021). As a possible countermeasure against cheating, alternative assessments should stem from better design principles applied to both modules and assessment (Rahim 2020). Assessment could, for instance, include a mixture of open-book online examinations (Eurboonyanun et al. 2021), tasks involving higher-level thinking (Villarroel et al. 2020), and continuous and formative assess ment (García-Peñalvo et al. 2021; Moorhouse and Kohnke 2022). Moreover, evidence-based research suggests that teachers should develop specific pedagogical strategies to face the challenges of synchronous online teaching through videoconferencing software (VCS), which has become a common mode of instruction during COVID-19, either taken on its own or integrated into hybrid teaching. This increasingly digital professional competence encompasses assessing students in various types of digital environments while guaranteeing fair and reliable evaluation (Moorhouse and Kohnke 2022).
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