Volume 64, Issue 2, January 2023, Pages 52–59
Matula Daizy Phylisters1, Chepkonga Susan2, and Selline Indara Akoyo3
1 Department of Educational Management, Policy and Curriculum Studies, Faculty of Education, University of Nairobi, P.O Box 30197-00100, Nairobi, Kenya
2 Department of Educational Management, Policy and Curriculum Studies, Faculty of Education, University of Nairobi, P.O Box 30197-00100, Nairobi, Kenya
3 Kiriri Women’s University of Science and Technology, P.O. BOX 49274-00100, Nairobi, Kenya
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The education and learning process is considered complete after assessment and evaluation which usually comes at the end of the instructional development cycle. Due to the COVID 19 pandemic, most of the learning institutions have had to diversify their mode of operation including but not limited to online, distance learning and assessment. Despite the convenience of going on with the education as usual, online assessment presents a vast of challenges when it comes to quality and integrity. This paper examines the various ways of enhancing quality and objectivity in online assessment with a focus on concerns/challenges of online assessment, practice of online assessment in other parts of the world and the lessons Kenya can borrow from these countries to enhance quality in the online assessment. The paper is solely a desktop research that utilized a meta-interpretive research design to integrate findings and review results. All works reviewed were acknowledged. This study was anchored on the Active learning theory that is an improvement of the theory of constructivism. The paper is expected to help facilitate educationalists to conceptualize the notion of online assessment for quality education. Any institution that wants to use online assessment may also find it of great use. The research established that most of the challenges that are currently facing the online assessment could be solved through the use of webcams to vet if the students have accessed the exam room with unauthorized materials, facial recognition softwares to curb impersonation and Turnitin to detect plagiarism. There is dire need to enhance quality in the online assessment for transparency and objectivity. From the study, it is evident that academic institutions need to adopt and adapt to technological advancement and embrace online instructional methods. For objectivity, accuracy and quality, it is recommended that the learning institutions should adapt to the technological changes by investing in advanced remote invigilation systems. Regular random assessment can be adopted with an average of the cumulative scores used to evaluate a learner.
Author Keywords: online assessment, academic integrity, quality, objectivity, technology.
Matula Daizy Phylisters1, Chepkonga Susan2, and Selline Indara Akoyo3
1 Department of Educational Management, Policy and Curriculum Studies, Faculty of Education, University of Nairobi, P.O Box 30197-00100, Nairobi, Kenya
2 Department of Educational Management, Policy and Curriculum Studies, Faculty of Education, University of Nairobi, P.O Box 30197-00100, Nairobi, Kenya
3 Kiriri Women’s University of Science and Technology, P.O. BOX 49274-00100, Nairobi, Kenya
Original language: English
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The education and learning process is considered complete after assessment and evaluation which usually comes at the end of the instructional development cycle. Due to the COVID 19 pandemic, most of the learning institutions have had to diversify their mode of operation including but not limited to online, distance learning and assessment. Despite the convenience of going on with the education as usual, online assessment presents a vast of challenges when it comes to quality and integrity. This paper examines the various ways of enhancing quality and objectivity in online assessment with a focus on concerns/challenges of online assessment, practice of online assessment in other parts of the world and the lessons Kenya can borrow from these countries to enhance quality in the online assessment. The paper is solely a desktop research that utilized a meta-interpretive research design to integrate findings and review results. All works reviewed were acknowledged. This study was anchored on the Active learning theory that is an improvement of the theory of constructivism. The paper is expected to help facilitate educationalists to conceptualize the notion of online assessment for quality education. Any institution that wants to use online assessment may also find it of great use. The research established that most of the challenges that are currently facing the online assessment could be solved through the use of webcams to vet if the students have accessed the exam room with unauthorized materials, facial recognition softwares to curb impersonation and Turnitin to detect plagiarism. There is dire need to enhance quality in the online assessment for transparency and objectivity. From the study, it is evident that academic institutions need to adopt and adapt to technological advancement and embrace online instructional methods. For objectivity, accuracy and quality, it is recommended that the learning institutions should adapt to the technological changes by investing in advanced remote invigilation systems. Regular random assessment can be adopted with an average of the cumulative scores used to evaluate a learner.
Author Keywords: online assessment, academic integrity, quality, objectivity, technology.
How to Cite this Article
Matula Daizy Phylisters, Chepkonga Susan, and Selline Indara Akoyo, “Enhancing quality in online assessment,” International Journal of Innovation and Scientific Research, vol. 64, no. 2, pp. 52–59, January 2023.
