调查泰国讲师对新冠肺炎期间总结性评估可靠性的影响因素的看法

Q4 Social Sciences

International Journal of Education Economics and Development Pub Date : 2023-01-01 DOI:10.1504/ijeed.2023.10043204

Mohammed Yassin Mohammed Aba Sha'ar, Phanit Singhasuwan, Chamaiporn Buddharat, Pimporn Markphan

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引用次数: 0

摘要

该研究考察了COVID-19在泰国背景下对评估过程的影响。调查新冠肺炎疫情期间影响在线评估可靠性的因素。196位讲师自愿参与问卷数据收集，方便抽取15位讲师进行访谈。数据分析采用描述性统计和定性内容分析。调查结果显示，COVID-19影响了评估过程，并加剧了学生之间的数字鸿沟。它敦促取消和(或)用作业代替评估。研究结果还表明，在线评估的可靠性受到三个因素的影响，即学生和讲师对数字文盲、作弊的可能性以及评估学生不同技能和能力的在线评估工具效率低下。由于在线评估领域的技术仍然不发达，这些发现使讲师们深入了解了改进在线评估的威胁和可能性。版权所有©2023 Inderscience Enterprises Ltd。

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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Investigating Thai Lecturers Perceptions about Factors Undermined the Reliability of Summative Assessment during COVID-19

The study examines the impact of COVID-19 on the assessment process in the Thai context. It investigates the factors that undermined the reliability of online assessment during COVID-19. 196 lecturers voluntarily participated in questionnaires data collection, out of which 15 were conveniently selected for interviews. Descriptive statistics and qualitative content analysis were utilised for data analysis. The findings revealed that COVID-19 affected the assessment process and increased the digital divide among the students. It urged cancelling and/or replacing the assessments with assignments. The findings also show that the reliability of online assessment was undermined by three factors namely students' and lecturers' digital illiteracy, the possibility of cheating, and the inefficiency of online assessment tools to assess students' different skills and competencies. The findings give the lecturers insights into the threats and possibilities for improving online assessment, as technology is still under-developed in the field of online assessment. Copyright © 2023 Inderscience Enterprises Ltd.

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来源期刊

International Journal of Education Economics and Development Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： IJEED primarily publishes papers promoting advancement of education economics at all levels. It fills the gap in our understanding of the links between education and the development of individuals, societies and economies. IJEED is particularly interested in international comparisons and detailed studies of educational institutions and outcomes in developing economies. The latter is what distinguishes the journal from other journals whose focus is education economics more generally. Theoretical and empirical analyses at both micro and macro levels receive equal attention. Topics covered include: -Formal and informal education/training; role of voluntary organisations -Economic education and teaching of economics -Higher education: responsiveness to demands of society -Supply of education; education quality, measurement and issues -Teacher/instructor training and quality; dealing with bullying at schools -Access to education; education costs; public vs. private financing -Private school/higher education: private entrepreneurship''s role -Enrolment/drop-out rates, completion rates, and gender imbalance -Returns to education and labour market outcomes -Apprenticeships, training, skills upgrading; implementation, outcomes -Regional, rural/urban, and ethnic disparities in provision of education -Incentives, education delivery and outcomes -Education, health and happiness -International flows of human capital and brain drain -Any other relevant topic