Browsing by Author "Edwards, Chris"

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    Open Access
    Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted Through the e-Assessment Process?
    (2020-03-20) Whitelock, Denise; Edwards, Chris; Okada, Alexandra
    The EU-funded TeSLA project - Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) has developed a suite of instruments for e-Authentication. These include face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection were designed for integration within a university's virtual learning environment. These tools were trialed across the seven partner institutions: 4,058 participating students, including 330 Students with special educational needs and disabilities (SEND); 54 teaching staff. // This paper describes the findings of this large-scale study where over 50% of students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were 'to ensure that my examination results are trusted' and 'to prove that my essay is my own original work'. Teaching staff also reported positive experiences of TeSLA: the figure reaching 100% in one institution. We show there is evidence that a suite of e-authentication tools such as TeSLA can potentially be acceptable to students and staff and be used to increase trust in online assessment. Also, that whilst not yet perfected for SEND students it can still enrich their experience of assessment. We find that care is needed when introducing such technologies to ensure the building of the layers of trust required for their successful adoption.
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    Open Access
    Did you really do this? E-authentication raising confidence in e-assessment
    (2019-09) Edwards, Chris; Whitelock, Denise; Okada, Alexandra
    As many universities increase their online provision, there is a growing need for advances in at least one aspect of e-assessment: that of ensuring the individual doing the assessment is who the institution thinks they are, e-authentication. When online assessment is used solely for formative assessment, where assessment and feedback are focussed on learning rather than evaluating for the award of credit, this is not an issue. However, where online assessment is intended to contribute to a student's overall grading, institutions must be confident it is the student's work that is being marked. In the current environment this constraint places strong limits on the options for online assessment.// The EU-funded TeSLA project - Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) has developed a suite of instruments aimed at addressing this need. The suite is designed to integrate within a university's virtual learning environment and includes face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection. These tools were trialed across the seven partner institutions and participating students (4,058, including 330 SEND) and teaching staff (54) completed questionnaires that revealed their views. // This paper describes the findings of this large-scale study where over 50% of students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were 'to ensure that my examination results are trusted' and 'to prove that my essay is my own original work'. Teaching staff also reported positive experiences of TeSLA: the figure reaching 100% in one institution. We show there is some evidence that student perceptions of trust can shift between their pre- and post-intervention questionnaires. Therefore, highlighting the risk that whilst students remain positively disposed to the institution there may be some diminution of trust associated with the introduction of new technologies into the student experience.// Paper ID 262