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Unveiling the Online Assessment Journey: A Deep Dive into Learners' Experiences

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Title: Unveiling the Online Assessment Journey: A Deep Dive into Learners' Experiences
Language: English
Authors: Ramil B. Arante (ORCID 0000-0002-1044-3505), Rena O. Peñaloza (ORCID 0009-0006-1285-7062), Marjorie Diane C. Flores (ORCID 0009-0003-0602-3836), Joshua A. Adrales (ORCID 0009-0002-8700-6263), Lord James M. Dapulang (ORCID 0009-0002-2064-1967)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):171-181.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Assisted Testing, Student Experience, Student Attitudes, Barriers, Opportunities, Equal Education
ISSN: 2089-9823
2302-9277
Abstract: The surge of online assessment methods, driven by technological advancements and evolving student needs, has significantly reshaped the educational landscape. This study explores the intricacies of online assessment from the learners' perspective. Utilizing a qualitative approach, the research digs into the varied experiences of learners navigating this innovative assessment terrain. Through in-depth interviews and thematic analysis, the study unpacks learners' challenges, opportunities, and nuanced perspectives, ranging from technological proficiency and adaptability to the design of assessments and feedback mechanisms. Additionally, the research investigates the socio-emotional impact of online assessment, examining issues of equity, engagement, and motivation within virtual learning environments. Findings reveal that while online assessments offer flexibility and convenience, they also present significant challenges. Participants reported difficulties with internet connectivity, technical glitches, and a lack of robust authentication measures, which can facilitate cheating. In conclusion, the study underscores concerns about equity, as students with limited access to technology or stable internet connections may be disadvantaged. To optimize online assessment practices, educators, policymakers, and instructional designers must prioritize accessibility, security, and the development of authentic and engaging assessments that foster student learning and well-being.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495507
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ramil+B%2E+Arante%22">Ramil B. Arante</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1044-3505">0000-0002-1044-3505</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rena+O%2E+Peñaloza%22">Rena O. Peñaloza</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1285-7062">0009-0006-1285-7062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marjorie+Diane+C%2E+Flores%22">Marjorie Diane C. Flores</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-0602-3836">0009-0003-0602-3836</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joshua+A%2E+Adrales%22">Joshua A. Adrales</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8700-6263">0009-0002-8700-6263</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lord+James+M%2E+Dapulang%22">Lord James M. Dapulang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2064-1967">0009-0002-2064-1967</externalLink>)
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: The surge of online assessment methods, driven by technological advancements and evolving student needs, has significantly reshaped the educational landscape. This study explores the intricacies of online assessment from the learners' perspective. Utilizing a qualitative approach, the research digs into the varied experiences of learners navigating this innovative assessment terrain. Through in-depth interviews and thematic analysis, the study unpacks learners' challenges, opportunities, and nuanced perspectives, ranging from technological proficiency and adaptability to the design of assessments and feedback mechanisms. Additionally, the research investigates the socio-emotional impact of online assessment, examining issues of equity, engagement, and motivation within virtual learning environments. Findings reveal that while online assessments offer flexibility and convenience, they also present significant challenges. Participants reported difficulties with internet connectivity, technical glitches, and a lack of robust authentication measures, which can facilitate cheating. In conclusion, the study underscores concerns about equity, as students with limited access to technology or stable internet connections may be disadvantaged. To optimize online assessment practices, educators, policymakers, and instructional designers must prioritize accessibility, security, and the development of authentic and engaging assessments that foster student learning and well-being.
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