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Exploring Online Assessment Strategies through the SAMR Model: Insights from Higher Education Lecturers

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Title: Exploring Online Assessment Strategies through the SAMR Model: Insights from Higher Education Lecturers
Language: English
Authors: Tami Seifert
Source: Journal of Educators Online. 2026 23(1).
Availability: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Technology Uses in Education, Technology Integration, Educational Assessment, Models, Evaluation Methods, College Faculty, Assessment Literacy, Teaching Skills, Technological Literacy, Schools of Education, Foreign Countries, Computer Assisted Testing, Student Evaluation
Geographic Terms: Israel
ISSN: 1547-500X
Abstract: This study addresses the critical challenge of effectively integrating technology into assessment practices within higher education, a relatively underexplored area in educational research. The study analyzes the assessment levels of online activities implemented by lecturers using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model. The research sample comprised 101 lecturers from an education college who taught online and posted 191 reflections on their assessment methods. The study aimed to identify issues, practices, and solutions for providing effective online assessment to large numbers of students. Unlike previous research that primarily focused on theoretical applications of the SAMR model, this study empirically examines actual assessment practices across multiple disciplines, providing novel insights into how technology integration manifests in real-world assessment strategies. Findings reveal that while most assessment practices (88%) were at the Substitution and Augmentation levels, some lecturers implemented innovative methods at higher SAMR levels. This suggests the potential for more transformative online assessment practices in higher education. The study highlights the importance of developing lecturers' assessment knowledge, online teaching skills, and techno-pedagogical mastery to create effective online learning experiences and adapt to changing educational landscapes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499234
Database: ERIC
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  Data: Exploring Online Assessment Strategies through the SAMR Model: Insights from Higher Education Lecturers
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  Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
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  Data: This study addresses the critical challenge of effectively integrating technology into assessment practices within higher education, a relatively underexplored area in educational research. The study analyzes the assessment levels of online activities implemented by lecturers using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model. The research sample comprised 101 lecturers from an education college who taught online and posted 191 reflections on their assessment methods. The study aimed to identify issues, practices, and solutions for providing effective online assessment to large numbers of students. Unlike previous research that primarily focused on theoretical applications of the SAMR model, this study empirically examines actual assessment practices across multiple disciplines, providing novel insights into how technology integration manifests in real-world assessment strategies. Findings reveal that while most assessment practices (88%) were at the Substitution and Augmentation levels, some lecturers implemented innovative methods at higher SAMR levels. This suggests the potential for more transformative online assessment practices in higher education. The study highlights the importance of developing lecturers' assessment knowledge, online teaching skills, and techno-pedagogical mastery to create effective online learning experiences and adapt to changing educational landscapes.
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      – SubjectFull: Technology Integration
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: College Faculty
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      – SubjectFull: Assessment Literacy
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Schools of Education
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