Articles in Periodicals & Books

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Open Access
A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment
(2024-07-21) Mphahlele, Ramashego; Panda, Santosh
This paper reviews 38 studies conducted between 2015 and 2022 on collaborative assessments in open-distance and e-learning (ODeL) contexts, focusing on the benefits, types, challenges, and strategies to improve collaborative assessments. This qualitative review aims to investigate collaborative assessments within the ODeL comprehensively. The objectives encompass thoroughly exploring theoretical foundations and empirical evidence to illuminate the pedagogical implications and effectiveness of collaborative assessment methodologies. Employing a systematic literature review approach, various scholarly articles, research papers, and educational studies were scrutinised to synthesise the current landscape. The review shows that effective communication, feedback, and appropriate technology are critical factors in promoting successful collaborative assessments, which can result in improved engagement, motivation, and better learning outcomes. However, challenges such as scheduling difficulties, technology challenges, group dynamics, and assessment quality may arise. Using social constructivism, this paper addresses criticisms of collaborative assessment in the ODeL context, identifies types of collaborative assessments, and presents strategies for implementation and addressing challenges. Based on these findings, recommendations are presented to educators, urging the integration of collaborative assessment methods into open distance and e-learning frameworks, accompanied by pedagogical support and training to optimise their efficacy and promote enriched learning experiences. The paper concludes by suggesting future research areas and recommendations for educators and instructional designers seeking to implement collaborative assessments in ODeL environments. Collaborative assessments can contribute to collaborative learning, providing students with a sense of community, engagement, and responsibility.
Open Access
Building an Efficient and Effective Test Management System in an ODL Institution
(2017-07) Yusof, Safiah M; Lim, Tick M; Png, Leo; Khatab, Zainuriyah A; Singh, Harvinder K D
Open University Malaysia (OUM) is progressively moving towards implementing assessment on demand and online assessment. This move is deemed necessary for OUM to continue to be the leading provider of flexible learning. OUM serves a very large number of students each semester and these students are vastly distributed throughout the country. As the number of learners keeps growing, the task of managing and administering examinations every semester has become increasingly laborious, time consuming and costly. In trying to deal with this situation and improve the assessment processes, OUM has embarked on the development and employment of a test management system. This test management system is named OUM QBank. The initial objectives of QBank development were aimed at enabling the systematic classification and storage of test items, as well as the auto-generation of test papers based on the required criteria. However, it was later agreed that the QBank should be a more comprehensive test management system that manages not just all assessment items but also includes the features to facilitate quality control and flexibility of use. These include the functionality to perform item analyses and also online examination. This paper identifies the key elements and the important theoretical basis in ensuring the design and development of an effective and efficient system.
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.
Open Access
Children and the Internet: Learning, in the Times to Come
(2020-11-20) Mitra, Sugata; Panda, Santosh
It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times.
Open Access
Effects of Internet Access During Examinations
(2022-03-19) Mitra, Sugata; Dangwal, Ritu; Panda, Santosh
The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.
Open Access
Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon
(2022-07-19) Lyonga, Ngemunang Agnes Ngale; Panda, Santosh
The main objective of this study is to explore students’ self-assessment to increase students’ learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students’ learning outcomes; self-designed project influences students’ learning outcomes; self-reported assessment is linked with students’ learning outcomes; and that knowledge of self is related with students’ learning outcomes.
Open Access
Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
(2020-07-20) Grace, Ajetunmobi Funmilayo; Oladejo, Maruff Akinwale; Oladejo, Muhideen Adewale
This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers’ Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers’ job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers’ job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers’ professional development programmes and encourage participatory management among the teachers.
Open Access
Policies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Study
(2016) Bose, Sutapa
This case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised.
Open Access
Publication Trends of Online Assessment in Physical Education
(2024-07-21) Blegur, Jusuf; Mulyana, Fegie Riskia; Saparia, Andi; Panda, Santosh
Covid-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of "online AND assessment AND in AND physical AND education," and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words "online assessment" and "physical education" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities.

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