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Online assessment in a business department during COVID-19: Challenges and practices
The International Journal of Management Education ( IF 4.564 ) Pub Date : 2021-09-04 , DOI: 10.1016/j.ijme.2021.100556
Mahsa Madani Hosseini 1 , Gunawardena Egodawatte 1 , Nursel Selver Ruzgar 1
Affiliation  

The sudden transition to online assessment due to COVID-19 brought unique challenges for both students and instructors. Indeed, the educational institutions were unprepared or did not have the capacity to deliver the courses online. The scarcity of literature addressing the challenges of the in-person to online migration was the main motivation for writing this paper. We first discuss the main challenges of online assessment that we experienced when migrating from an in-class to an online environment due to the COVID-19 outbreak, namely, academic integrity, adaptation to the new testing environment, technical problems and anxiety. We then elaborate on the practices we developed to minimize their impacts on both students' and instructors' performance. To maintain academic integrity, a combination of practices including awareness/communication, restricted test features and administrative proctoring were applied. The grade distributions of similar courses with in-class and online assessments were compared to evaluate the efficiency of the proposed practices in enhancing academic integrity. The efficacy of a pilot test in enhancing adaptation to a new testing environment is also discussed. The combination of a grace period, a pilot test and communication plans seems to be an effective practice to minimize complaints related to technical problems and students’ anxiety. Finally, we found that our coordination with the information technology department and implementing a pilot test helped instructors minimize their anxiety regarding working in the new environment.



中文翻译:

COVID-19 期间业务部门的在线评估:挑战和实践

由于 COVID-19,突然过渡到在线评估给学生和教师带来了独特的挑战。事实上,教育机构没有做好准备或没有能力在线提供课程。解决面对面在线迁移挑战的文献的稀缺是撰写本文的主要动机。我们首先讨论了由于 COVID-19 爆发而从课堂环境迁移到在线环境时遇到的在线评估的主要挑战,即学术诚信、对新测试环境的适应、技术问题和焦虑。然后,我们详细说明了我们开发的实践,以尽量减少它们对学生和教师表现的影响。为了保持学术诚信,应用了包括意识/沟通、限制测试功能和行政监管在内的多种做法。比较具有课堂和在线评估的类似课程的成绩分布,以评估拟议实践在提高学术诚信方面的效率。还讨论了试点测试在增强对新测试环境的适应性方面的功效。宽限期、试点测试和沟通计划的结合似乎是一种有效的做法,可以最大限度地减少与技术问题和学生焦虑相关的投诉。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。应用了受限制的测试功能和行政监考。比较具有课堂和在线评估的类似课程的成绩分布,以评估拟议实践在提高学术诚信方面的效率。还讨论了试点测试在增强对新测试环境的适应性方面的功效。宽限期、试点测试和沟通计划的结合似乎是一种有效的做法,可以最大限度地减少与技术问题和学生焦虑相关的投诉。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。应用了受限制的测试功能和行政监考。比较具有课堂和在线评估的类似课程的成绩分布,以评估拟议实践在提高学术诚信方面的效率。还讨论了试点测试在增强对新测试环境的适应性方面的功效。宽限期、试点测试和沟通计划的结合似乎是一种有效的做法,可以最大限度地减少与技术问题和学生焦虑相关的投诉。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。比较具有课堂和在线评估的类似课程的成绩分布,以评估拟议实践在提高学术诚信方面的效率。还讨论了试点测试在增强对新测试环境的适应性方面的功效。宽限期、试点测试和沟通计划的结合似乎是一种有效的做法,可以最大限度地减少与技术问题和学生焦虑相关的投诉。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。比较具有课堂和在线评估的类似课程的成绩分布,以评估拟议实践在提高学术诚信方面的效率。还讨论了试点测试在增强对新测试环境的适应性方面的功效。宽限期、试点测试和沟通计划的结合似乎是一种有效的做法,可以最大限度地减少与技术问题和学生焦虑相关的投诉。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。试点测试和交流计划似乎是减少与技术问题和学生焦虑相关的投诉的有效做法。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。试点测试和交流计划似乎是减少与技术问题和学生焦虑相关的投诉的有效做法。最后,我们发现我们与信息技术部门的协调和实施试点测试帮助教师最大限度地减少了在新环境中工作的焦虑。

更新日期:2021-09-16
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