What is it about?

What are your thoughts about giving summative assessments online? Would you rather devote energy educating your students about academic integrity and in helping them strengthen honesty or, put resources and energy on mechanisms to detect dishonesty ? This study dealt with the perceptions of students and teachers about the use of Multiple Attempts Format (MAF) in online assessments, and how it addresses concerns in academic honesty.

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Why is it important?

When brick and mortar institutions in the country shifted to distance education because of the pandemic, conducting summative assessments remotely became a challenging task because of concerns in academic honesty. Training our students more in practicing academic honesty instead of devoting resources and energy on mechanisms for detection of dishonesty, 10 Junior High School Science teachers employed MAF or the Multiple Attempts Format in their online assessments administered to 545 students from July to September. These students' and teachers' highly positive perception on the use of of MAF is worth major consideration by educators in the new normal in education.

Perspectives

This shift from giving physical pen and paper tests to administering assessments online challenged my beliefs as an educator. Should I devote resources to purchase assessment technology that detects dishonesty in online assessments? Or should I devote more energy in educating my students to help the strengthen their academic integrity? In this new normal in education, we are geared towards designing more authentic and performance based assessments, but there still are instances when we cannot do away with content and competency based assessments. This is when and where MAF to me, is a better assessment delivery method to use. This study proved just that.

Milet-Carmelita Estidola

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This page is a summary of: Multiple Attempts in Online Assessments Address Concerns in Academic Honesty: Perceptions of Students and Teachers, January 2021, ACM (Association for Computing Machinery),
DOI: 10.1145/3450148.3450178.
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