Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course

Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course

Rahmat Sanudin (Universiti Tun Hussein Onn, Malaysia)
DOI: 10.4018/978-1-4666-1809-1.ch014
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Abstract

A computer-based approach of academic online assessment has been implemented in electronic engineering course in Universiti Tun Hussein Onn Malaysia (UTHM). The implementation of online assessment method is seen as an alternative to conventional assessment method used for years. Unlike the conventional approach, the online assessment does not require the students and lecturer to be in one place for the purpose of evaluation. The online assessment system enables the ease-of-use performance, functionality and flexibility in such a way that lecturers are able to ensure and maintain the objective of specified assessment. The purpose of this chapter is to present a first attempt in implementing the online assessment to first year students in electronic engineering course. This study was implemented to investigate the effectiveness of using e-learning platform as an assessment tool. The result obtained from online assessment is then compared with the paper-based assessment in term of students’ performance and the difficulty of questions. It is concluded that the implementation of this online assessment is an effective means to hold an assessment, and thus, could become an alternative to the conventional assessment approach.
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General Review Of E-Learning System

Benefits of Online Assessment

E-learning system is a general platform to hold online assessment although there are other efforts using web-based platform (Joglar, Martin, Colmenar and Martinez, 2009), (Ferzli and Karam, 2006), (Ming, 2006). Online assessment system is defined as an assessment system that assumes the role of students as inquirers who are actively engaged in the learning process, which in turn activates learning at higher-order thinking levels (Beebe, Vonderwell, and Boboc, 2010). Research indicates several benefits of using online assessment. Rich and Yihong (2010), and Ming (2005) express an obvious advantage of online assessment over the paper assessment. The researchers indicate that online assessment offers more flexibility to both lecturers and students. For students, the online assessment provides a flexible means in attempting the assessment and receiving prompt feedback. Online quiz can be anywhere as it provides a flexible test environment. As for the lecturer, online assessment saves time to grade quiz or test given to students. It also provides an effective way of grading a quiz, as such, the workload will automatically be reduced. Benefits of online assessment provide an effective way of formative assessment which can be done on regular basis, hence permitting students to evaluate their knowledge independently (Joglar, Martin, Colmenar and Martinez, 2009). Outcomes of tests /quizzes normally will be known immediately, therefore students will become more interested in learning. Formative-style assessment could also provide a communication tool between students and lecturers (Shanshan and Yonghua, 2010). Other benefits of using online assessment also have been explored in distance learning such as conducting group assessment (Soon and Sarrafzadeh, 2010); plagiarism detection (Diederich, 2006); and multi-dimensional evaluation (Ozkan and Koseler, 2009).

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