Evaluation of the Concerns and Barriers of Online Assessment - Students’ Perspectives
Prof. Paul LAM, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong; Judy LO, Head, Education Technology, Information Technology Services Centre, The Chinese University of Hong Kong; Prof. Vivian Wing Yan LEE, Centre for Learning Enhancement And Research, The Chinese University of Hong Kong
Abstract / Video
The implementation of online assessment was commenced during the COVID-19 pandemics. The current paper will share our findings related to the online assessment at the Chinese University of Hong Kong. In this survey, we adopted both qualitative and quantitative approaches to evaluate (1) the perceived effectiveness of using ZOOM in online assessment; (2) barriers and problems of using online assessment; and (3) suggestions for improvement. The online survey was conducted from May to June 2020, 728 full-time undergraduate and postgraduate students have completed the questionnaires. Forty-three undergraduate students attended an individual interview. For the perceived effectiveness of online assessment, 33.8% of students were neutral on whether online assessment could add value to their learning and strengthen their knowledge and 32.4% of the students were neutral on whether online assessment could evaluate how well the content they were taught. Problems faced by the students included technical problems (49.39%) such as unstable IT connection, followed by self-related issues (9.46%), such as lack of motivation; environmental problems (9.28 %) such as noisy surroundings; online assessment design issues (7.01%); inadequate support from teachers (5.6%); lack of presentation support and feedback from classmates (5.25 %). Suggestions for improvement such as increasing the proportion of formative assessments; providing quiet study zones; giving more online mock exams; designing the exam questions in a user-friendly way that can prevent cheating; providing financial support to upgrade students’ equipment and internet connection were proposed. Implications for future curriculum and assessment design will be drawn at the end of this project.