The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University

One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-t...

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Authors: Domínguez Figaredo, Daniel, Gil Jaurena, Inés, Morentin Encina, Javier
Format: article
Publication Date:2022
Country:España
Institution:Universidad Nacional de Educación a Distancia
Repository:e-spacio. Repositorio Institucional de la UNED
Language:English
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/12849
Online Access:https://hdl.handle.net/20.500.14468/12849
Access Level:Open access
Keyword:e-learning
distance education
online exams
online assessment
students’ performance
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spelling The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning UniversityDomínguez Figaredo, DanielGil Jaurena, InésMorentin Encina, Javiere-learningdistance educationonline examsonline assessmentstudents’ performanceOne of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students’ perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations; and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis; and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies.Academic Publishing International Limitede-Spacio UNED20242024-05-2020222022-01-0120222022-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/12849reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/128492026-06-06T12:38:31Z
dc.title.none.fl_str_mv The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
title The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
spellingShingle The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
Domínguez Figaredo, Daniel
e-learning
distance education
online exams
online assessment
students’ performance
title_short The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
title_full The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
title_fullStr The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
title_full_unstemmed The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
title_sort The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
dc.creator.none.fl_str_mv Domínguez Figaredo, Daniel
Gil Jaurena, Inés
Morentin Encina, Javier
author Domínguez Figaredo, Daniel
author_facet Domínguez Figaredo, Daniel
Gil Jaurena, Inés
Morentin Encina, Javier
author_role author
author2 Gil Jaurena, Inés
Morentin Encina, Javier
author2_role author
author
dc.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv e-learning
distance education
online exams
online assessment
students’ performance
topic e-learning
distance education
online exams
online assessment
students’ performance
description One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students’ perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations; and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis; and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01
2022
2022-01-01
2024
2024-05-20
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/12849
url https://hdl.handle.net/20.500.14468/12849
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Academic Publishing International Limited
publisher.none.fl_str_mv Academic Publishing International Limited
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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