COVID‐19 as the tipping point for integrating e‐assessment in higher education practices
Notice bibliographique
Résumé
Abstract The COVID‐19 pandemic provoked an urgency for many educators to integrate digital information and communication technologies in their educational practices. We explored how faculty members tackled the task of adapting their assessment practices during the pandemic to identify what is required to sustain and favour future quality development and implementation of e‐assessment in higher education. Employing a qualitative descriptive approach, we conducted semi‐structured interviews with thirty‐one individuals six months into the COVID‐19 pandemic. We identified four major themes in participants' discourse about the integration of e‐assessment during the COVID‐19 pandemic: (a) the considerations they had for the potential consequences on students and how they considered this while deciding how to move forward, (b) the preoccupations for the potential for cheating, (c) the importance of pedagogical alignment, and (d) the affordances available to them. While the COVID‐19 pandemic highlighted the fact that higher education institutions were not prepared for a pivot to‐ or greater integration of‐ e‐assessment, it also provided the tipping‐point to do so. In other words, it offered an unprecedented opportunity to critically appraise and change assessment practices, this opportunity was also a very challenging balancing act of considering the social consequences of assessment, and the alignment within set affordances. Practitioner notes What is already known about this topic The advantages of e‐assessment include the opportunity for rapid‐, even immediate‐, feedback. The integration of digital information and communication technologies to assessment practices is a source of stress and anxiety for some students. The move towards e‐assessment increases faculty members' workload. What this paper adds How cheating, anxiety and workload were considered in the context of a forced and rushed change to e‐assessment because of the COVID‐19 pandemic. The COVID‐19 pandemic offered an opportunity to faculty members to take a critical look at their assessment practices and increase their alignment with learning outcomes. Faculty members considered the consequences of their decisions on students when making changes to their assessment. Implications for practice and/or policy Moving to e‐assessment is an opportunity to align the assessment practice with students' future professional practice, or in other words it is an opportunity to increase the authenticity of the assessment. A better integration of information and communication technology to assessment practices will require to provide educators with skills, time, evidence‐informed recommendations, and institutional support among others.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,058 | 0,069 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,014 | 0,028 |
| Communication savante | 0,015 | 0,014 |
| Science ouverte | 0,003 | 0,034 |
| Intégrité de la recherche | 0,006 | 0,011 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».