You are here:

Students' Perceptions of Online Assessment: A Case Study
ARTICLE

, ,

JDE Volume 19, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press

Abstract

For many reasons the use of computer-assisted assessment (CAA) is increasing. Although computer-based examinations increase in use, research is lacking about students' perceptions of online assessment in general and of categorized fields of online assessment systems. The aim of the study was to investigate students' perceptions of the use of CAA and to investigate the potential for using student feedback in the validation of assessment. To determine the students' perceptions of online assessment, an examination Web site was developed and implemented as part of the assessment of Masaustu Yayincilik (Desktop Publishing), a course given by the Department of Computer Science at Kocaeli University, Turkey. The study was descriptive, using a paper-based survey and interviews for data collection. Participants were third-year students enrolled in the course. Descriptive analysis of the questionnaire and interview data showed that the most prominent features of the online assessment system were immediate feedback, randomized question order, item analysis of the questions, and obtaining the scores immediately after the exam. Participants reported the effectiveness of the online assessment system. Although there is much room for improvement in online assessment systems in the near future, such systems are accepted by computer-friendly youth. (Contains 7 tables.)

Citation

Ozden, M.Y., Erturk, I. & Sanli, R. (2004). Students' Perceptions of Online Assessment: A Case Study. The Journal of Distance Education / Revue de l'ducation Distance, 19(2), 77-92. Athabasca University Press. Retrieved August 24, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords