Abstract:

The implementation of online assessment commenced during the COVID-19 pandemics. The current paper will share our findings related to the online assessment at the Chinese University of Hong Kong. In this survey, we adopted both qualitative and quantitative approaches to evaluate (1) the perceived effectiveness of using ZOOM in online assessment; (2) barriers and problems of using online assessment; and (3) suggestions for improvement. The online survey was conducted from May to June 2020, 728 full-time undergraduate and postgraduate students have completed the questionnaires. Forty-three undergraduate students attended an individual interview. In the area of perceived effectiveness of online assessment, 33.8% of students remained neutral that online assessment could add value to their learning and strengthen their knowledge and 32% of the students were neutral that online assessment could evaluate how well the students understand the taught materials. Problems faced by the students included technical problems (53%) such as unstable IT connection, followed by self-related issues (11%), such as lack of motivation; environmental problems (11 %) such as noisy surroundings; online assessment design issues (8 %); inadequate support from teachers (6 %); lack of presentation support and feedback from classmates (6 %). Suggestions for improvement such as increasing the proportion of formative assessments; providing quiet study zones; giving more online mock exams; designing the exam questions in a user-friendly way that can prevent cheating; providing financial support to upgrade students’ equipment and internet connection were proposed. Implications for future curriculum and assessment design will be drawn at the end of this project.

Keywords:

Online assessment, concerns and barriers, student's perspectives.