Search

The purpose of this service activity is to increase teachers’ knowledge, understanding, skills and creativity in preparing application-based Numeracy Literacy E-Assessments in supporting AKM readiness. The method of service activities is education and mentoring which consists of the preparation stage, implementation stage, and monitoring and evaluation stage. Pretest and posttest were conducted with 17 participants to determine the increase in participants' knowledge in the preparation of application-based Numeracy Literacy E-Assessment in supporting AKM readiness. Participant satisfaction with the service activities was measured using a questionnaire consisting of 12 indicators. The obtained data were analyzed using descriptive analysis. The results achieved from the implementation stage are the production of application-based numeracy literacy assessment products made by the participants themselves. The results of the evaluation stage by giving pretest and posttest showed that there was an increase in participants' knowledge in preparing application-based numeracy literacy assessments in the medium category with an n-gain value of 0.47. The results of the participant satisfaction questionnaire showed that 73.25% of the participants were satisfied while the other 26.75% were very satisfied with the service activities that had been carried out.

It is critical for language teachers to be assessment literate. At present, many English as a Foreign Language (EFL) teachers are constantly integrating Internet English lessons into their class programmes simply because they have witnessed the numerous advantages offered by this teaching and learning medium. The present mixed-methods study aimed at exploring Iranian EFL teachers’ e-assessment literacy. The participants of the study consisted of 66 EFL instructors who were conveniently selected from different universities. Out of this number, 7 EFL instructors voluntarily participated in the interview. To collect the data, the E-assessment Literacy Questionnaire and a semi-structured interview were used. The quantitative procedures included calculating the frequency and percentage of the participants’ answers to the items of the questionnaire. With regard to the qualitative procedure, MAX Qualitative Data Analysis (MAXQDA) 10 was used to expose the qualitative data to thematic analysis. The quantitative results showed that most of the EFL teachers believed that they were literate in e-assessment and had positive perceptions towards e-assessment. As revealed by the qualitative results, several themes were extracted for EFL teachers’ perceptions towards e-assessment. Finally, some advantages and disadvantages were extracted for Iranian EFL teachers’ e-assessment literacy. The quantitative results showed that 64.1% of EFL teachers believed that they were literate in e-assessment. Finally, the results showed that the Iranian EFL teachers had the highest mean on competence in e-assessment, while their lowest mean was on being aware of e-assessment. The findings have some implications for EFL teacher education material developers, teachers and researchers.

In this article, we explore the transformative impact of advanced, parameter-rich Large Language Models (LLMs) on the production of instructional materials in higher education, with a focus on the automated generation of both formative and summative assessments for learners in the field of mathematics. We introduce a novel LLM-driven process and application, called ItemForge, tailored specifically for the automatic generation of e-assessment items in mathematics. The approach is thoroughly aligned with the levels and hierarchy of cognitive learning objectives as developed by Anderson and Krathwohl, and takes specific mathematical concepts from the considered courses into consideration. The quality of the generated free-text items, along with their corresponding answers (sample solutions), as well as their appropriateness to the designated cognitive level and subject matter, were evaluated in a small-scale study. In this study, three mathematical experts reviewed a total of 240 generated items, providing a comprehensive analysis of their effectiveness and relevance. Our findings demonstrate that the tool is proficient in producing high-quality items that align with the chosen concepts and targeted cognitive levels, indicating its potential suitability for educational purposes. However, it was observed that the provided answers (sample solutions) occasionally exhibited inaccuracies or were not entirely complete, signalling a necessity for additional refinement of the tool's processes. [ABSTRACT FROM AUTHOR]

The widespread availability of internet access in daily life has resulted in a greater acceptance of online assessment methods. E-assessment platforms offer various features such as randomizing questions and answers, utilizing extensive question banks, setting time limits, and managing access during online exams. Electronic assessment enables real-time monitoring, customization, and scalability of feedback, benefiting students, academic staff, and administrative personnel. However, students encounter specific challenges in the electronic assessment environments. These challenges include limited control over test settings and the isolated nature of taking exams without peers. Furthermore, the technological proficiency of both instructors and students, along with resource constraints (computers, mobile devices, internet), can impede the effective utilization of these assessment tools. Technical issues like slow internet connection or disconnections can have significant consequences, especially in online exams, posing difficulties for corrections. The main goal of this study is to develop a Likert-type scale capable of measuring anxiety related to technical issues, social isolation, and the test interface experienced in e-assessment contexts. The study consists of two separate groups: the first group comprising 359 participants and the second group consisting of 356 participants. Both groups include undergraduate and pedagogical formation certificate program students from a university in the Eastern Anatolia Region of Turkiye. Construct validity was assessed through exploratory and confirmatory factor analyses. Item parameters were examined using item analysis based on classical test theory. As a result of the study, a two-factor scale structure comprising 21 items measuring social and technical anxiety was developed. These two dimensions account for 59.89% of the total variance. The Cronbach's alpha coefficient for the entire scale was 0.93, the McDonald's omega coefficient was 0.93, and the construct reliability was 0.99. [ABSTRACT FROM AUTHOR]

Technology-enhanced assessment (TEA) means all types of assessments that use technological aid either online or offline, either during or after learning with the objective of improving or assessing the process of learning. Aims: This study assessed the effectiveness and influence of TEA on the academic performance of medical students in a Malaysian private university. A cross-sectional study was conducted and convenience sampling was applied to recruit participants. A validated online questionnaire was used and the participants were required to report their demographic characteristics, academic performance before and after using TEA, and their attitudes towards the TEA. Paired-t-test was performed to assess the difference in medical students’ mean CGPA before and after using TEA. Study findings showed that medical students have positive attitudes towards TEA and believe that TEA offers value to their learning. TEA was found to have a positive impact on the academic performance by which there is a significance difference in medical students’ mean CGPA before and after using TEA (p0.05). TEA is an effective tool that can enhance the learning process among medical students. Nevertheless, the sample studied need to be more diverse to be able to generalize the results for all medical students along different universities and countries.

Technology has become a fundamental means to encourage reliable and more effective assessments. Rapid technological developments have led to the widespread use of digital platforms and devices in all aspects of life. Educational institutions worldwide had to take advantage of this technological leap during pandemics such as COVID-19, which changed the shape of higher education and prompted the entire globe to adopt online learning as a new form of teaching. E-learning has ushered in a revolution in the educational process. E-assessment has become a significant tool of e-learning in many parts of the world, and has served as an alternative to evaluate students' performance. E-assessment has many advantages such as being reliable, flexible, and accessible through many devices. However, it is unfamiliar to both teachers and students and vulnerable to piracy, cheating, and impersonation. Thus, this study aims to investigate the challenges of e-assessment faced by teachers and students during e-learning at Aligarh Muslim University (AMU), India. The theory of planned behavior (TPB) was applied to test participants' attitudes toward implementing e-assessment during online learning. The study used a quantitative method, and an online questionnaire was delivered to 120 participants. The survey addressed three domains: (1) technological and technical challenges, (2) teachers' challenges, and (3) students' challenges. The findings of the study showed that both teachers and students were unfamiliar with this type of assessment as they used it for the first time. [ABSTRACT FROM AUTHOR]

Assessment is among the inevitable components of a curriculum and directs students' learning. E-assessment, as prepared and administered with the use of ICT, provides opportunities to make the process easier in some aspects, but also brings certain challenges. This paper presents an e-assessment framework from a student perspective. Our study lasted for one academic year and incorporated a total of 631 students' responses to questionnaires conducted three times in two different mathematics courses. The courses are compulsory for undergraduate informatics students. The research included a three-step factor analysis: two exploratory factor analyses and a confirmatory factor analysis. It yielded a model of a student perspective on e-assessment consisting of four factors: Transparency and fairness of assessment, Formative and summative assessment and feedback, Meaningful use of technology in assessment and Difficulty of learning outcomes. The students' opinion about the use of e-assessment was generally positive. The students appreciated the student-centred approach based on sound pedagogical alignment of all teaching and learning elements with assessment. They found it important that technology should not distract students during assessment tasks and considered cheating in a controlled e-assessment environment to be no more frequent than in face-to-face assessment. [ABSTRACT FROM AUTHOR]

The students' assessment regarding collaborative learning and workgroups is being reported as one of the main concerns in higher education. The increased technological evolution leads to adapting novel self and peer assessment methods to e-assessment. This paper reports the results of a study to evaluate students' opinion about their experience with an e-assessment tool, WebAVALIA, and its assessment criteria. The results indicate that students (N = 359) consider the tool fair, and it increases the productivity regarding work development. Kruskal-Wallis tests show that the students recently considered WebAVALIA fairer and more straightforward. Quickness and anonymity are also identified as tool advantages. [ABSTRACT FROM AUTHOR]

An assessment for learning approach is foundational for student learning. The necessity to shift teaching and learning online as a response to COVID-19 has propelled digital assessment into the mainstream within higher education institutions. User experience is a common indicator of effectiveness of technologically enhanced initiatives; however, measuring the pedagogical impact of digital assessment initiatives has not been straightforward. This paper presents a pedagogical evaluation, incorporating staff and student perspectives, of a digital assessment platform (DAP) at a large Australian metropolitan university. Data were collected using surveys, interviews, focus groups and case studies and incorporated findings from student evaluations of courses and a studentstaff partnership project. Results highlight strong pedagogical reasons for continuing the digital assessment initiative, while also identifying constraints and opportunities for improvement. The insights generated through this evaluation emphasise the importance of considering technical, pedagogical and contextual factors and the interplay between these factors. In a quality assurance climate, where the demand for this type of institution-wide evaluation is increasing, this study contributes an approach that addresses some of the complexities and challenges of evaluating digital assessment initiatives in higher education. Future research is needed to understand more fully the relationships between pedagogical and contextual factors when undertaking an evaluation. Implications for practice or policy: • The DAP enabled the (re)design of authentic, inclusive, engaging and secure assessment tasks. • Educator support is critical in learning the system and creating assessments with high pedagogical merit. • Student familiarisation opportunities with using the DAP are beneficial. • The DAP's longevity within the institution is crucial considering the significant effort required of educators and students. • Contextual influences blur understanding of pedagogical factors. [ABSTRACT FROM AUTHOR]

It is critical for language teachers to be assessment literate. At present, many English as a Foreign Language (EFL) teachers are constantly integrating Internet English lessons into their class programmes simply because they have witnessed the numerous advantages offered by this teaching and learning medium. The present mixed-methods study aimed at exploring Iranian EFL teachers' e-assessment literacy. The participants of the study consisted of 66 EFL instructors who were conveniently selected from different universities. Out of this number, 7 EFL instructors voluntarily participated in the interview. To collect the data, the E-assessment Literacy Questionnaire and a semi-structured interview were used. The quantitative procedures included calculating the frequency and percentage of the participants' answers to the items of the questionnaire. With regard to the qualitative procedure, MAX Qualitative Data Analysis (MAXQDA) 10 was used to expose the qualitative data to thematic analysis. The quantitative results showed that most of the EFL teachers believed that they were literate in eassessment and had positive perceptions towards e-assessment. As revealed by the qualitative results, several themes were extracted for EFL teachers' perceptions towards e-assessment. Finally, some advantages and disadvantages were extracted for Iranian EFL teachers' e-assessment literacy. The quantitative results showed that 64.1% of EFL teachers believed that they were literate in e-assessment. Finally, the results showed that the Iranian EFL teachers had the highest mean on competence in e-assessment, while their lowest mean was on being aware of e-assessment. The findings have some implications for EFL teacher education material developers, teachers and researchers. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years. Methods: Data from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters. Results: The analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters "difficulty" and "discrimination index" towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer. Conclusion: The findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students' exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating. [ABSTRACT FROM AUTHOR]

This research aims to provide an overview of the systematic findings of dozens of pieces of literature compiled to strengthen the variables in this research. The research method applied in this scientific article is a structured literature review. Relevant scientific articles were selected, identified, and evaluated during the literature review process. Determination of study scope was carried out using the PICO (population/problem, intervention, comparison) framework, which provides a score to determine study boundaries. Providing research results that are far from perfect as an illustration of the research results and also a reference for continuing this research with various types of the same variables with different objects. [ABSTRACT FROM AUTHOR]

Today, education is facing a new reality in which technology and new teaching methods are being quickly introduced into educational systems and institutions. Educational institutions are now dealing with the challenge of providing continuity to e-learning, turning it into a more flexible and up-to-date field, and considering assessment as a quality element in this transition. Therefore, with the aim of determining the current state of the research focused on assessment in digital environments (e-assessment), a mapping of the literature has been carried out. After examining 1,771 results extracted from Web of Science and Scopus and after the application of seven inclusion criteria, a total of 159 publications from the period of the past five years were read. The answer four research questions on the evolution of publications, the authors, the tools used, the contexts, the objects of study, and the future avenues of research, among others. The results show the increasing importance of e-assessment in this new context, moving toward a new reality in which technology plays a decisive and fundamental role in the teaching and learning processes. Thus, educational systems are heading towards a new context in which both teachers and students should rethink their roles and functions leading education to a more flexible, current, and digitally mediated context. [ABSTRACT FROM AUTHOR]

In this article, we explore the transformative impact of advanced, parameter-rich Large Language Models (LLMs) on the production of instructional materials in higher education, with a focus on the automated generation of both formative and summative assessments for learners in the field of mathematics. We introduce a novel LLM-driven process and application, called ItemForge, tailored specifically for the automatic generation of e-assessment items in mathematics. The approach is thoroughly aligned with the levels and hierarchy of cognitive learning objectives as developed by Anderson and Krathwohl, and takes specific mathematical concepts from the considered courses into consideration. The quality of the generated free-text items, along with their corresponding answers (sample solutions), as well as their appropriateness to the designated cognitive level and subject matter, were evaluated in a small-scale study. In this study, three mathematical experts reviewed a total of 240 generated items, providing a comprehensive analysis of their effectiveness and relevance. Our findings demonstrate that the tool is proficient in producing high-quality items that align with the chosen concepts and targeted cognitive levels, indicating its potential suitability for educational purposes. However, it was observed that the provided answers (sample solutions) occasionally exhibited inaccuracies or were not entirely complete, signalling a necessity for additional refinement of the tool's processes.

This study aims to explore university students’ perception regarding an e-assessment system in terms of preference, assessment management, and the quality assurance process. A cross-sectional online survey was employed among 384 students of Nepal Open University (NOU). Structural equation modeling (SEM) was used in the research. Findings indicate that the perception of students regarding preference, e-assessment management, and the quality assurance process was found to be significantly high. In particular, the perception of preference regarding digital assessment was higher than assessment management and the quality assurance process. Gender, ethnicity, and place for taking classes, have an effect on implementation. This study concludes that three attributions of preference for digital assessment, management, and quality assurance are affected by one another. [ABSTRACT FROM AUTHOR]

One of the challenges all institutions faced during the COVID lockdown between March 2020 and 2021 was keeping the academic integrity of online assessment. E-proctoring tools became a convenient option, although their effectiveness and efficiency were uninvestigated. The authors of this study utilized the fraud investigation frameworks and focused on the element of opportunity in the context of E-assessment. The quantitative study on grades and testing times between E-proctored and non-proctored online tests revealed significant differences in both academic performance and testing time. Students performed significantly better and used remarkably more time when proctoring tools were not used. The findings strongly indicated cheating behaviors when students took advantage of not being caught for their misconduct. The drastic variances also indicate the deterrence effects of E-proctoring tools on students' testing behaviors. [ABSTRACT FROM AUTHOR]

Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of examplegeneration tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners to generate examples of increasing and decreasing sequences, with a task inviting them to classify given examples; it also investigates the effectiveness of different sequences of generation and classification tasks. The second study replicates the investigation of interactions between generation and classification tasks. The findings suggest that there is little difference between the two types of task, in terms of students’ ability to answer later questions about the concept. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

IntroductionThis study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years.MethodsData from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters.ResultsThe analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters “difficulty” and “discrimination index” towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer.ConclusionThe findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students’ exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating.

The deployment of e-assessments has been so frequent in educational institutions worldwide during the COVID-19 pandemic. It is worth questioning the efficacy of this newly adopted evaluation method. The study aims to determine how far this testing effectively achieves the Course Learning Outcomes. It also tries to explore the extent of difference between the online assessment method from the pre-pandemic testing methods stated in the course specification. Another aim of the study is to check the acceptance of e-tests by the learners. This study employs a quantitative approach encompassing a Likert-type online questionnaire to gather the response of 70 faculty members at the university in Saudi Arabia. The primary result of this study is that e-assessment succeeds in attaining Course Learning Outcomes to a great extent. Though these newly adopted tests shifted away from the stated measurement methods in the course specification, the learners accepted them enthusiastically. It was discovered in the study that if educational institutes have well-structured e-learning infrastructures and regularly use these setups competently, they confront minor complexities to switching to online ones and achieve Course Learning Outcomes applying e-assessment systems.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim/Purpose: This study examined the experiences of international students writing a typed eassessment at the on-campus computer lab on the ExamOnline system. Background: After a typed summative computer-based examination was introduced for one of the MSc degree's modules in a UK university, it was critical to ascertain its inclusivity. The context is that departments in universities select criteria to service their diverse students, which oblige students to adapt or request assistance that can accommodate their academic needs. Methodology: Through both questionnaires and interviews, the data was collected from 16 international students who enrolled in the master's module in the 2023/24 academic year. Therefore, this study collected data using mixed methods within a case study framework. Contribution: This study provides an understanding of international students' characteristics and other factors that may likely influence them to desire individualized assessments when typed e-assessments are used in a higher education institution. Findings: The students had positive experiences writing a typed e-assessment in the oncampus computer lab. This was due to students' academic and social characteristics, such as aspirations, learning gained, ability to manage their emotions, typing proficiency, meta-cognition, amount of studying done, [not or] finishing the exams, traveling to and from the campus, and acoustics. Also, the good thing is that some students adapted to this typed e-assessment. However, some students expected support for their weak computer skills and modifications, including an option to use familiar computer keyboards and repeated practice sessions. Recommendations for Practitioners: To support international students' adaptation to e-assessments, typing proficiency tests, practice sessions, and modifications, such as early communication of assessment modes, must be introduced to improve their ability to write typed e-assessments. Therefore, this may have implications for the institution where this study was conducted and other universities that administer typed assessments through the ExamOnline platform. Recommendations for Researchers: Researchers must always be vigilant so that they can detect discriminatory practices and policies that may complicate student learning and achievement in higher education. This is because inclusive education also means inclusive and fair assessment methods. Impact on Society: E-assessments must not be adopted because they benefit instructors in terms of their ease of marking and are an accepted norm. They must also be in the students' best interest. This research demonstrates how to align typed e-assessments and the skills students use to complete them through inclusive approaches to e-assessments. Future Research: Future research must examine whether this study's findings can be generalized to students who are novices at writing typed timed e-assessments on the ExamOnline system in various subjects and levels of study. Also, further research could help understand the effect of this study's proposed changes on the inclusiveness of typed e-assessments according to the international students enrolled in this module. [ABSTRACT FROM AUTHOR]

Assessment is a crucial component of the learning process, and with the advent of technology, innovative strategies such as e-assessment have emerged as alternatives to traditional paper-based assessments. While many countries have embraced e-assessment systems due to their numerous benefits, developing economies like South Africa have paid limited attention to the experiences and issues related to eassessments. This study aims to explore the experiences of South African students who have undergone e-assessments, focusing on the perceived benefits and drawbacks of transitioning from paper-based to online platform-based assessments. A focus group of students took part in the inquiry, with the data interpreted using literature and guided by constructivist educational theory. Findings revealed that students reported experiencing anxiety and concentration issues during e-assessments. However, there was also an appreciation for the value that e-assessments bring to higher education. This study highlights the need for further research to examine the factors that influence the implementation and effectiveness of e-assessments in the higher education sector. By understanding these factors, the educational institution can address challenges and optimize the benefits of e-assessments, enhancing the learning experience for students. Future studies should delve deeper into the specific aspects influencing e-assessments in higher education and provide insights for developing effective strategies and interventions. [ABSTRACT FROM AUTHOR]

This paper explores a recent move towards project-based learning for a first-year undergraduate statistics module at the University of the West of England, Bristol. The course is aimed at students specialising in Mathematics and Statistics. A classroom-based end of module project week was developed with the focus on project-based learning, supported by Dewis-R data generation and e-Assessments. Simulation of a practice-based environment with a dedicated working area and daily deadlines is incorporated to enhance the activity. Students are faced with a highly relevant statistical analysis task, that is large and has not had the prior data screening or cleansing that they may be accustomed to in basic didactic teaching. Indications are that the project-based learning approach, assessed during a project week with supplementary e-Assessments and a final report, is well received and leads to improved student outcomes. [ABSTRACT FROM AUTHOR]

Nearly every aspect of teaching and learning in the education sector has undergone a technological and pedagogical shift globally. The outburst of the COVID-19 pandemic and the digital advancements in recent years are two major factors that have geared and transformed the sector practically. Due to the rapid population growth and the fee-free education policy, candidate enrollment is constantly expanding, so it is crucial to devise an efficient, cost-effective, and secured approach for conducting educational assessments. This paper explores the possibilities of implementing a national e-assessment system for teacher education and secondary schools in Tanzania. Considering that the e-assessment philosophy is diverse, interdisciplinary, and multidimensional, a holistic research approach focused on library search, document review, and international benchmarking was applied. The e-assessment adoption framework and its design are based on expert opinion. The data used for theoretical and qualitative analysis was captured from the candidate and school registration portals. The study suggests that e-assessment in Tanzania is an inevitable part, especially in the educational system of the 21st century. More importantly, the findings show that e-assessment for teacher education appears to be more pressing as it can be deployed quickly given the computing status and educator readiness in teacher training colleges. For secondary education, e-assessment seems possible in about 6.4% of all schools that currently offer computer science as a subject. To facilitate a seamless adoption process and secure registration of examination centers, a national e-assessment framework is proposed. The framework is tailored to the local context as it applies adaptive staging, on-demand, and ready-to-go approaches to ensure the adopted solution is feasible and sustainable. Through this framework, you can tell whether certain schools are prepared to switch from conventional pen-and-paper exams to e-assessments. [ABSTRACT FROM AUTHOR]

Copyright of Amman Arab University Journal is the property of Amman Arab University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Partially automated assessment is implemented via the ‘Printable worksheet’ mode in the Numbas e-assessment system to create a mathematical modelling worksheet which is individualised with random parameters but completed and marked as if it were a non-automated piece of coursework, preserving validity while reducing the risk of academic misconduct via copying and collusion. A simple modelling scenario is used for this demonstration. A cylindrical tank of water is draining through a small hole in its base, with the size of the tank, size of the hole and initial volume of water randomised so that the details are different for each student. Students are guided through deriving a model of the movement of water out of their version of the tank, asked to compute the expected time for it to empty and asked to discuss some aspects of the model and their findings in a discursive narrative report. [ABSTRACT FROM AUTHOR]

Library and Information Science (LIS) education is very different now from how we used to know it. Currently, reassessing student assessment has been at the heart of several experiments to do away with over-emphasis on retention, reproduction, and memorization. This article highlights both sides of the debate--traditional versus e-assessments--and answers critical questions about the controversial topic. The research draws on a viewpoint approach with dependence on the author's opinion and interpretation of the literature review in the pro-con discussion where both sides of a controversial traditional versus digital assessment topic are presented. We should not shy away from confronting uncomfortable truths. Assessment involves humanizing, power negotiation, empowerment, entitlement, persuasion, substitution, and student care. We require a multifaceted effort to seize the moment of COVID-19 to improve assessment by blending traditional and electronic forms. The originality is the enrichment and domestication of LIS education in a more nuanced discussion and evaluation of changes in student assessment brought on by the shift to online education during the pandemic. The conclusion indicates the need to meld traditional and innovative modes of assessment, which should be an ongoing part of any successful educational program modeled on context-specific needs. [ABSTRACT FROM AUTHOR]

E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student's learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer's consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student's progress. This study's findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities. [ABSTRACT FROM AUTHOR]

Timely formative feedback is considered as one of the most important drivers for effective learning. Delivering timely and individualized feedback is particularly challenging in large classes in higher education. Recently Large Language Models such as GPT-3 became available to the public that showed promising results on various tasks such as code generation and code explanation. This paper investigates the potential of AI in providing personalized code correction and generating feedback. Based on existing student submissions of two different real-world assignments, the correctness of the AI-aided e-assessment as well as the characteristics such as fault localization, correctness of hints, and code style suggestions of the generated feedback are investigated. The results show that 73% of the submissions were correctly identified as either correct or incorrect. In 59% of these cases, GPT-3.5 also successfully generated effective and high-quality feedback. Additionally, GPT-3.5 exhibited weaknesses in its evaluation, including localization of errors that were not the actual errors, or even hallucinated errors. Implications and potential new usage scenarios are discussed. [ABSTRACT FROM AUTHOR]

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]

Artificial intelligence (AI) has shown its effectiveness in helping clinical users meet evolving challenges. Recently, ChatGPT, a newly launched AI chatbot with exceptional text comprehension capabilities, has triggered a global wave of AI popularization and application in seeking answers through human‒machine dialogues. Gastric cancer, as a globally prevalent disease, has a five-year survival rate of up to 90% when detected early and treated promptly. This research aims to explore ChatGPT's potential in disseminating gastric cancer knowledge, providing consultation recommendations, and interpreting endoscopy reports. Through experimentation, the GPT-4 model of ChatGPT achieved an appropriateness of 91.3% and a consistency of 95.7% in a gastric cancer knowledge test. Furthermore, GPT-4 has demonstrated considerable potential in consultation recommendations and endoscopy report analysis.