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The aim of this study is to determine the attitudes of prospective primary school teachers towards technology and e-assessment in the distance education process. The study was designed according to the correlation method. The study was applied to students in all grades studying in the Department of Elementary Education of a state university in Turkey. In this study, "attitude scale towards technology", "attitude scale towards e-assessment and "demographic information form" were used to collect data. The results of the analysis showed that the relationship between the attitude towards e-assessment dependent variable and the independent variables of gender and continuous access to the internet was positive and direct. In addition, it was found that the relationship between the attitude towards technology and gender, the frequency of using technology and the frequency of using distance education was positive and directly related. It was observed that the independent variables of gender, grade level, frequency of distance education use, frequency of internet use positively affected the dependent variables of e-assessment and attitude towards technology. Accordingly, it can be said that these factors should be keep in mind in eassessment and technology use. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the impact of using an authentication and authorship system in online assessment activities on students’ opinions and to identify students’ user experiences. The study was carried out within the context of the TeSLA Project (An Adaptive Trust-Based e-Assessment System for Learning), which was developed under an H2020 project funded by the European Commission. The TeSLA System, which contains face recognition, voice recognition, keystroke dynamics, forensic analysis, and plagiarism tools in online assessment, was tested during a semester in 12 undergraduate and graduate courses in various faculties of a state university in Turkey. The study participants were 231 university students using the TeSLA system in the first phase of the third pilot study. In the study, which was designed as survey research, the data were collected before and after the implementation through a preand post-questionnaire. The data were analyzed via paired samples t-Test and ANOVA. The analysis was conducted item by item. As a result, the TeSLA experience appears to positively change students’ views in terms of satisfaction, trust, confidence in sharing personal data, reducing cheating and plagiarism in online assessment, and advantages of an online assessment. On the other hand, the TeSLA experience had a negative impact on the issues students were worried about, causing these concerns to increase. The findings obtained based on these results were discussed within the scope of the relevant literature. [ABSTRACT FROM AUTHOR]

Universities have made a compulsory shift to distance education due to the Covid-19 pandemic. All of the higher education instutitions in Turkey have completed 2019-2020 Spring semester using online tools. However, most of these institutions were not fully-prepared to have all of their courses online. Technical inadequencies, lack of qualified online tools, inexperience of instructors and students in distance education have emerged as major issues that instutitions have to face. In addition to all, a new question arised; which approaches will be used for assessment. This study aimed to seek the common assessment approaches used through pandemic, how students perceived the quality of the assessment and the pros and cons of using these practices. Additionally, we examined whether participants' perceptions about quality of the assessment differ according to interaction with faculty members and use of online tests. Researchers employed survey design to reply four research questions and used a three-part instrument to collect qualitative and quantitative data. 486 students from 61 universities voluntarily participated in the study. Results indicated assignments are the mostly used tools and students are generally satisfied about the quality of the assessment practices. Another result is that students who interact with faculty members are more satisfied with the quality of the assessment practices. This emphasizes the importance of formative assessment and feedback in remote assessment. Further, students who took online tests are more satisfied with the quality of assessment. Suggestions were made for future research. [ABSTRACT FROM AUTHOR]

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