Abstract
The post-Covid continuation of online classes and assessments in higher education at many institutions has necessitated re-evaluating assessment practices. This research article presents a scoping literature review on the challenges and innovative opportunities regarding assessments in higher education. The contextual factors of load-shedding, unavailability of Wi-Fi, the requirement for cheat-proof online assessment, and questions with ungoogleable answers or answers that ChatGPT could not provide underlined the importance of this topic. Thirty articles were analysed using the qualitative software tool, Atlas.ti. According to the literature, the main challenge is cheating with online assessments, and the best solution provided is oral presentations students’ work. This complex issue needs further research on combining contextual challenges, the credibility of assessments and the enhancement of 4IR workplace skills in one assessment model to support assessments in higher education.
Keywords: assessments, online assessments, higher education, innovation in assessments, assessment challenges
References
Acharya, D. (2022). An analysis of student assessment practices in higher education of Nepal. Molung Educational Frontier, 12. https://doi.org/10.3126/mef.v12i01.45898
Adama, E.A., Graf, A., Adusei-Asante, K & Afrifa-Yamoah, E. (2023). Covid-19 and alternative assessments in higher education: implications for academic integrity among nursing and social science students. International Journal for Educational Integrity 19(8). https://doi.org/10.1007/s40979-023-00129-0
Adepoju, O.O. & Aigbavboa, C.O. (2021). Assessing knowledge and skills gap for construction 4.0 in a developing economy. Journal of Public Affairs, 21(3), e2264. https://doi.org/10.1002/pa.2264
Advance HE (2019). Essential frameworks for enhancing student success. Transforming assessment in higher education. www.advance-he.ac.uk/student-success
Akhter, Y., Ahmed, M. & Yadav, S.K. (2020). Quality deprivation through quality assessment: the academic score system in Indian higher education. Academia, 20-21. https://doi.org/10.26220/ACA.3438
Al-Bargi, A. (2022). Exploring online writing assessments amid Covid-19: Challenges and opportunities from teachers’ perspectives. Arab World English Journal 2, 3-21. https://dx.doi.org/10.24093/awej/covid2.1
Alzubi, A.A.F., Al-Mwzanaiji, K.A.A. & Nazim, M. (2022). Online and offline assessment methods in higher education: A revisitation of EFL teachers’ perceptions and practices. Journal of Language Teaching and Research 13(6), 1147-1155. https://doi.org/10.17507/jltr.1306.02
An, H., Adanu, S., Tutela, J., Berg, C., & Bartle, G. (2021). Supporting university faculty with online assessments during the COVID-19 pandemic: Challenges and opportunities. Intersection: A Journal at the Intersection of Assessment and Learning, 2(4).
Arksey, H. & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodologies 8(1), 19-32. https://doi/10.1080/1364557032000119616
Baidoo-Anu, D. & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN. http://dx.doi.org/10.2139/ssrn.4337484
Bennion, J., Cannon, B. & Ricks, M. (2019). Asking the right questions: Using reflective essays for experiential assessment. Journal of Experiential Education, 43(1), 37-54. https://doi.org/10.1177/1053825919880202
Bozkurt, A., Xiao, J., Lambert, S. & Pazurek, A. (2023). Speculative futures of ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
Coates, H. (2023). Linking assessment for learning, improvement and accountability. Quality in Higher Education, 17(2), 179-194. https://doi.org/10.1080/13538322.2011.554308
Cotton, D.R.E., Cotton, P.A. & Shipway, J.R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Dawson, P. (2021). Defending assessment security in a digital world. Preventing e-cheating and supporting academic integrity in higher education. Routledge.
Devisakti, A. & Muftahu, M. (2022). Does online assessments support of students in higher education? The moderating role of IT experience. The International Journal of Information and Learning Technology 39(4), 305-318. https://doi/10.1108/IJILT-12-2021-0186
Dos Reis, K., Swanepoel, C., Yu, D. & Anciano, F. (2022). Exploring the alignment of first-year summative assessments with Bloom’s Taxonomy: a longitudinal study. South African Journal of Higher Education 36(5). http://dx.doi.org/10.20853/36-5-4784
Gamage, S.H.P.W., Ayres, J.R., Behrend, M.B. & Smith, E.J. (2019). Optimizing Moodle quizzes for online assessments. International Journal of STEM Education 6(27). https://doi.org/10.1186/s40594-019-0181-4
Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2). https://doi.org/10.30935/cedtech/13036
Heil, J. & Ifenthaler, D. (2023). Online assessments in higher education: A systematic review. Online Learning Journal 27(1), 187-218. https://doi/10.24059/olj.v27il.3398
Holden, O.L., Norris, M.E. & Kuhlmeier, V.A. (2021). Academic integrity in online assessment: A research review. Frontiers in Education (6). https://doi.org/10.3389/feduc.2021.639814
Huber, E. Harris, L., Wright, S., White, A., Raduescu, C., Zeivots, S., Cram, A. & Brodzeli, A. (2023). Towards a framework for designing and evaluating online assessments in business education. Assessment & Evaluation in Higher Education, 49(1), 102-116, https://doi.org/10.1080/02602938.2023.2183487
Hussin, A.B.M., Idris, I.S.B. & Misnan, N.I.B. (2020). Online assessment – How does it challenge in higher education? A case study. International Journal of Technical and Engineering Technology 2(2), 38-49.
Ifenthaler, D., Schumacher, C. & Kuzilek, J. (2021). Investigating students’ use of self-assessments in higher education using learning analytics. Journal of Computer Assisted Learning, 39(1), 255-268. https://doi.org/10.1111/jcal.12744
Jones, E., Priestley, M., Brewster, L., Wilbraham, S.J., Hughes, G. & Spanner, L. (2020). Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46(3), 438-450. https://doi.org/10.1080/02602938.2020.1782344
Joshi, S. (2017). The significance of andragogy in present day higher education “Creating and implementing with a learning experience in an atmosphere of competency, commitment and credibility”. International Journal of Innovative Science and Research Technology, 2(5), 7-11.
Kakepoto, I., Arshad, F., Halepoto, A. & Arslan, A. (2021). Lessons learned: Online examination and assessment practices during pandemic. International Journal of Innovation, Creativity and Change 15(7), 1076-1088.
Kakepoto, I., Memon, I.A., Halepoto, I.A., Talpur, Q. & Jalbani, K.B. (2021). Exploring E-learning barriers of university students during Covid 19 pandemic. International Journal of Innovation, Creativity and Change 15(6), 1161-1174.
Kasneci, E., Sessler, K., Kücheman, S., Bannert, M. & Dementieva, D. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103. https://doi.org/10.1016/j.lindif.2023.102274
Kembo, J. (2020). How effectively are university students tested? A case study. Eastern African Journal of Education Studies 2(1), 59‒66. https://doi.org/10.37284/eajes.2.1.170
Latifah, H. & Fauziah, Z. (2022). Blockchain teaching simulation using gamification. Aptisi Transactions on Technopreneurship, 4(2), 184-191. https://doi.org/10.34306/att.v4i2.236
Lim, W.M., Gunasekara, A., Pallant, J.L., Pallant, J.I. & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
Luescher, T., Loader, L. & Mugume, T. (2017). #FeesMustFall: An Internet-Age Student Movement in South Africa and the Case of the University of the Free State. Politikon 44(2), 231-245. https://doi.org/10.1080/02589346.2016.1238644
Mawa, B., Haque, M. & Ali, M. (2019). Level of learning assessed through written examinations in social science courses in tertiary education: A study from Bangladesh. Journal of Teacher Education and Research 14(1), 7-12. http://doi.org/10.36268/JTER/1413
Momsen, J., Offerdahl, E., Kryjevskaia, M., Montplaisir, L., Anderson, E. & Grosz, N. (2013). Using assessments to investigate and compare the nature of learning in undergraduate science courses. CBE—Life Sciences Education, 12(2), 239-249. https://doi.org/10.1187/cbe.12-08-0130
Moore, R. (2020). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401. https://doi.org/10.1080/01587919.2020.1766949
Murray, J. & Williamson, A. (2023). To embrace, or not to embrace: ChatGPT is the question. Edulearn, 23, 8239-8245. https://doi.org/10.21125/edulearn.2023.2134
Omar, Z., Syahidah, S.F., Hassan, R., Arshad, H., Rahmat, M., Zainal, N.F.A. & Zulkifli, R. (2012). Automated analysis of exam questions according to Bloom’s Taxonomy. Procedia – Social and Behavioural Sciences, 59(1), 297‒303. https://doi.org/10.1016/j.sbspro.2012.09.278
Ontong, J. M. & Bruwer A. (2020). The use of past assessments as a deductive learning tool? Perceptions of students at a South African University. South African Journal of Higher Education 34(2): 177‒190. https://doi.org/10.20853/34-2-3834
Oxford Learning (2017). The difference between rote learning and meaningful learning. https://www.oxfordlearning.com/difference-rote-learning-meaningful-learning/
Pavlik, J.V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84-93. https://doi.10.1177/10776958221149577
Perwitasari, F., Astuti, N.B. & Atmojo, S. (2021). Online learning and assessment: challenges and opportunities during pandemic COVID-19. In International Conference on Educational Assessment and Policy, 133-137. https://doi.org/10.2991/assehr.k.210423.077
Rudolph, J., Tan, S. & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching 6(1). https://doi.org/10.37074/jalt.2023.6.1.9
Schutte, F. (2021). Emergency remote teaching: Students’ experience during the covid-19 lockdown. Diurnalis Socialibus Scientiis, 2(1), 87-101.
Susnjak, T. (2022). ChatGPT: The end of online exam integrity? arXiv 2212. https://doi.org/10.48550/arXiv.2212.09292
Tricco, A.C., Lillie, E., Zarin, W., O’Brien, K.K., Colquhoun, H., Levac, D., Moher, D., Peters, T., Horsley, L., Weeks, L. & Hempel, S. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine 169(7), 467-473. https://doi.org/10.7326/M18-0850
Van Schalkwyk, A., Grobbelaar, S., Vermeulen, E. & Herselman, M. (2022). A scoping review of the use of Log Data for evaluating mobile apps: Exploring implications for mHealth Apps. IEEE Access 10, 124805-124820. https://doi.org/10.1109ACCESS.2022.3224038
Xiao, C, Qiu, H. & Cheng, S.M. (2019). Challenges and opportunities for effective assessments within a quality assurance framework for MOOCs. Journal of Hospitality, Leisure, Sport & Tourism Education. 24, 1-16. https://doi.org/10.1016/j.jhlste.2018.10.005
