Promoting Academic Integrity in Remote/Online Assessment – EFL Teachers’ Perspectives

对外汉语教学与研究 Pub Date : 2023-02-01 DOI:10.55593/ej.26104a7

Surya Subrahmanyam Vellanki, S. Mond, Z. Khan

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引用次数: 2

Abstract

The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least initially. When concerns about academic integrity soon followed, new pedagogical concepts and modes were trialed in the hopes of addressing perceived inadequacies. This study, using a mixed-method design, investigates teacher-participants’ perceptions of online assessment and academic integrity. It explores the challenges they believed had a detrimental effect on the latter – technical difficulties, problems due to lack of physical presence, student behavioral issues, and concerns about assessment design and process. This study also discusses teacher-participants’ suggested approaches to safeguarding against dishonesty, including modifications in design, conduct, and evaluation of quizzes and exams. Finally, it ends with teacher-participants’ recommendations and suggestions for policy-level changes to help minimize the adverse effects of prolonged RT.

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在远程/在线评估中促进学术诚信——英语教师的观点

为应对新冠肺炎疫情，教育机构匆忙采用远程教学(RT)，极大地影响了教学、学习和评估。由于大多数机构对突然的封锁毫无准备，许多教育工作者缺乏在线教学和评估经验，旧的评估方法仍在继续使用，至少在最初是这样。当对学术诚信的担忧随之而来时，新的教学理念和模式被尝试，希望解决感知到的不足。本研究采用混合方法设计，调查教师-参与者对在线评估和学术诚信的看法。它探讨了他们认为对后者产生不利影响的挑战-技术困难，由于缺乏实际存在的问题，学生行为问题以及对评估设计和过程的关注。本研究还讨论了教师参与者建议的防止不诚实行为的方法，包括对测验和考试的设计、实施和评估的修改。最后，本研究以教师-参与者对政策层面变化的建议和建议结束，以帮助最大限度地减少长期RT的不良影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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对外汉语教学与研究

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