e-assessment and the student learning experience: A survey of student perceptions of e-assessment

145Citations
Citations of this article
330Readers
Mendeley users who have this article in their library.
Get full text

Abstract

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.

Cite

CITATION STYLE

APA

Dermo, J. (2009). e-assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40(2), 203–214. https://doi.org/10.1111/j.1467-8535.2008.00915.x

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free