English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

COVID-19 forced educational institutions to work digitally. Universities were not prepared for online assessment during the lockdown. Teachers faced many challenges when assessing students online; they were afraid that they produced inefficient or fake results. This study aims to understand the factors that affect the efficiency of e-assessment from the teachers’ perspective. Many factors affect the e-exam efficiency, such as university readiness, educator readiness, plagiarism, cheating, type of assessment, and technical issues. Two hundred sixty-eight teachers were invited to fill in the questionnaire. This study concludes that university readiness, educator readiness, and type of assessment have a positive significant impact on e-exam efficiency, while plagiarism, cheating, and technical issues negatively affect e-exam efficiency Implications for practice are discussed.

Evaluating university E-assessment in Egypt: A teachers’ perspective