In the wake of the Corona Virus pandemic, many universities have rapidly shifted to remote education. In this regard, students are enrolled in online learning instead of, or sometimes along with, physical classroom presence. As a result, the online assessment also appeared as an alternative method to assess students. The current research paper aims to provide an in-depth look at the online reviews in EFL teaching and learning in the Algerian context during the Covid-19 pandemic. The main questions that set the study are: How do Algerian English language teachers perceive e-assessment via Moodle? What impact did the online reviews have on assessment practices?; How did an online assessment affect students ‘achievements? To answer these questions, the researcher conducted a study with Algerian EFL teachers and students from three Universities. The researcher collected data through a questionnaire addressed to EFL teachers and a comparative analysis of Project-Based Language essays done by the students in face-to-face assessment and online assessment. The findings revealed that although the challenges facing teachers in online review, positive attitudes appeared towards this method. The analysis also demonstrated that the assessment practice used mainly by participated teachers is a summative assessment. The results also showed a big difference in students’ achievements between face-to-face assignments and online evaluation, in favor of e-assessment

中文翻译：

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教师在电子评估中的经验：阿尔及利亚大学英语教师的案例研究

在冠状病毒大流行之后，许多大学迅速转向远程教育。在这方面，学生参加在线学习，而不是或有时与实体课堂一起参加。结果，在线评估也作为评估学生的替代方法出现了。当前的研究论文旨在深入研究 Covid-19 大流行期间阿尔及利亚语境下 EFL 教学和学习的在线评论。设定研究的主要问题是：阿尔及利亚英语教师如何通过 Moodle 感知电子评估？在线评论对评估实践有什么影响？在线评估如何影响学生的成绩？为了回答这些问题，研究人员与来自三所大学的阿尔及利亚 EFL 教师和学生进行了一项研究。研究人员通过针对 EFL 教师的问卷调查以及学生在面对面评估和在线评估中完成的基于项目的语言论文的比较分析来收集数据。调查结果表明，尽管教师在在线复习方面面临挑战，但对这种方法表现出积极的态度。分析还表明，主要由参与教师使用的评估实践是一种总结性评估。结果还显示，面对面作业和在线评估之间的学生成绩差异很大，有利于电子评估 调查结果表明，尽管教师在在线复习方面面临挑战，但对这种方法表现出积极的态度。分析还表明，主要由参与教师使用的评估实践是一种总结性评估。结果还显示，面对面作业和在线评估之间的学生成绩差异很大，有利于电子评估 调查结果表明，尽管教师在在线复习方面面临挑战，但对这种方法表现出积极的态度。分析还表明，主要由参与教师使用的评估实践是一种总结性评估。结果还显示，面对面作业和在线评估之间的学生成绩差异很大，有利于电子评估