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e‐Assessment and the student learning experience: A survey of student perceptions of e‐assessment
Author(s) -
Dermo John
Publication year - 2009
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2008.00915.x
Subject(s) - summative assessment , formative assessment , psychology , perception , medical education , reliability (semiconductor) , affect (linguistics) , questionnaire , mathematics education , applied psychology , medicine , sociology , neuroscience , social science , power (physics) , physics , communication , quantum mechanics
This paper describes a piece of research carried out at the University of Bradford into student perceptions of e‐assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007–2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e‐assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the fairness of item banking. It was also found that the most positive aspect of e‐assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied.