Query: e-assessment byod

title: Advantages and Challenges of Using e Assessment

title: Students' Attitudes Towards Personal Data Sharing in the Context of e Assessment: Informed Consent or Privacy Paradox?
abstract: Modern technologies increasingly make use of personal data to provide better services. Technologies using biometric data for identity and authorship verification in the context of e assessment are a case in point. Previous studies in e health described a privacy paradox in relation to consent to personal data use: even when people consider protection of their personal data important, they consent fairly readily to personal data use. However, the new European Data Protection Regulation (GDPR) assumes that people give free and informed consent. In the context of e assessment, this study investigates students' attitudes towards personal data sharing for identity and authorship verification purposes with the aim of optimising informed consent practice. Students with special educational needs or disabilities (SEND) were included as a specific target group because they may feel more dependent on e assessment. The findings suggest that a privacy paradox exists in the context of e assessment as well. Furthermore, the results indicate that students are more reluctant to share video recordings of their face than other personal data. Finally, our results confirm the effect found in previous studies on e health: those feeling a stronger need for technologies, in this case SEND students, are more inclined to consent to personal data use. Implications for informed consent practice are discussed.

title: Attitude towards e assessment: influence of gender, computer usage and level of education
abstract: With astounding developments in online systems and education came the need for e assessments of various forms. Despite plenty of studies about attitude towards computer based and online education, attitude towards online assessment needs more focus due to scant research carried out. For this end, an e assessment scale was used with a sample of 853 associate degree, undergraduate and graduate students to investigate the influence of gender, computer usage and level of education on attitude towards e assessment. A mimic modelling approach was utilised following a confirmatory factor analysis, and the analysis found university students who used computers for a longer period of time had significantly higher scores on two e assessment dimensions than those who used computers less. Males exhibited significantly more positive attitudes to e assessment than females on test characteristics, individual characteristics and technical factors but not social and environmental factors. Level of education had no influence on attitude towards e assessment.

title: Students' Perceptions of e Assessment A Case Study from Germany
abstract: In order to verify common findings in the literature regarding the conception of e assessment among students, we carried out a survey based on common findings. Our survey, which has been carried out over several higher education institutes, enhances the already existing findings by adding new facets. The achieved results are promising in that students seem to be open minded regarding e assessment, which is in line with the findings in the already existing literature. However, there are some open points that have to be resolved in a reliable way in order to completely convince the students of the opportunities offered by e assessment.

title: An Evaluation of the Model of Acceptance of E Assessment Among Academics in Saudi Universities
abstract: E assessment was introduced to overcome some of the limitations in paper test assessment methods. Educational institutions have become more interested in adopting E assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E assessment, in order to give a clear picture for institutions before adopting E assessment. A Model of Acceptance of E assessment (MAE) has been developed  built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2] and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics' intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics' behavioural intention to accept E assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.

title: e Assessment Behind the Scenes Common Perception of e Assessment and How We See It Nowadays
abstract: There exist common preconceptions about e Assessment that, in the view of many, prohibit e Assessment to come into operation. In this paper we examine the most commonly found preconceptions and derive how eAssessment should be implemented from our point of view to overcome these obstacles, considering programming assessment as an example. While deriving an e Assessment scenario, we concentrate on the integration of e Assessment into the process workflow of institute of higher education, software for e Assessment and suitable operational scenarios for e Assessment.

title: e Assessment Management System for Comprehensive Assessment of Medical Students Knowledge
abstract: The evaluation of students' knowledge, skills and performance is one of inseparable parts in education process. Except of various teaching approaches, the history brought also various, more or less effective assessment methods. Nowadays, thanks to the learning management systems, the e assessment methods become more available and widespread across education institutions. The heterogeneity in usage of various assessment methods at our faculty, as well as involvement of natural subjective factors, forced us to search for the solution that can be applicable and acceptable in all study programs, courses and examinations. Furthermore, the system should be secure, intuitive and available for all teachers and their students. In this paper, we describe main principles and methodology of e Assessment management system we implemented into the medical education for automatic assessment of students' knowledge and competences at the Faculty of Medicine in Kosice, Slovakia.

title: Cheating and Plagiarism in E Assessment: Students' Perspectives.
abstract: The aim of this study was to identify students' perceptions on cheating and plagiarism and trust in e assessment according to their assessment experience and mode of learning as well as exploring their concerns in e assessment. Participants were 952 students from two public universities in Turkey and Bulgaria. The study was designed as a cross sectional survey. A questionnaire consisting of closed and open ended questions was applied to collect data. Descriptive statistics, t test, ANOVA and thematic analyses were performed. According to the results, no significant difference was found on students' perceptions towards cheating and plagiarism and their feelings of trust in e assessment regarding students' prior e assessment experience. However, there was a significant difference on students' perceptions towards cheating and plagiarism and their feelings of trust in e assessment regarding the mode of learning they are involved in. In addition, students' concerns about e assessment were explored in details in the paper.

title: E assessment of computer programming
abstract: This paper demonstrates how we have used Dewis, an algorithmic open source e assessment system, to automatically assess programming skills, in particular, in the C programming language. Teaching and assessing programming skills is challenging; prior to the implementation of this automatic assessment system, computing assessments were marked manually and this proved unpopular with students and academics due to the delay in marking and providing feedback. This new approach enables students to submit their computer code online through a link on their Virtual Learning Environment. From a student's perspective the marking process takes a matter of seconds before the student is provided with a mark and feedback. A number of pre submission and post submission checks are performed on the student's supplied code. These are essential to ensure that the student's code satisfies certain operational and security requirements before running on the system. Typically, the e assessment system executes the student's supplied code a number of times with different input sets and the student's code is evaluated based on their code's resulting output. Prior to execution, the student's code may be augmented by Dewis specific code to facilitate deeper analysis of the student's code. The analysis of the code's output enables the system to respond to the student's submission with 'intelligent feedback' This feedback explains to the student, where appropriate, reasons for their submission not scoring full marks. There are also in built detectors for 'common student errors' which, when triggered, further enhances the intelligent feedback. In their first few weeks at UWE Bristol, students are presented with a number of mini tasks involving assessing C competencies with Dewis. These tasks are purely formative, support is given to students in computer lab sessions and students may submit as many times as they wish. Later on in their first year, students are given more significant programming projects (e.g. the n Queens problem, path finding problem) the assessing of which is summative. Results show that this innovative work is making a positive impact on students.

title: E Assessment Using Variable Content Exercises in Mathematical Statistics
abstract: Computer assisted assessment (CAA) is widely used in modern university courses in many different fields. It can be used both in formative and summative assessments and with different emphasis on (self )training, grading, and feedback generation. This article reports on experiences from using the CAA tool "JACK" to support a university lecture on mathematical statistics for exercises, tests, and exams. We show and discuss, among others, a positive relationship between usage intensity of JACK and final grades. Moreover, students generally report to invest more time into studying when offered a CAA, and to be satisfied with such a setup.