Pedagogical Approaches for E-Assessment with Authentication and Authorship Verification in Higher Education
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| Title: | Pedagogical Approaches for E-Assessment with Authentication and Authorship Verification in Higher Education |
|---|---|
| Language: | English |
| Authors: | Okada, Alexandra (ORCID |
| Source: | British Journal of Educational Technology. Nov 2019 50(6):3264-3282. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Audits (Verification), Plagiarism, Cheating, Internet, Electronic Learning, College Faculty, Trust (Psychology), Computer Assisted Testing, Foreign Countries, Information Security, Privacy, Teacher Attitudes |
| Geographic Terms: | United Kingdom, Spain, Netherlands, Bulgaria, Finland, Turkey |
| DOI: | 10.1111/bjet.12733 |
| ISSN: | 0007-1013 |
| Abstract: | Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA--Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1232103 |
| Database: | ERIC |
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| Abstract: | Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA--Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. |
|---|---|
| ISSN: | 0007-1013 |
| DOI: | 10.1111/bjet.12733 |
