The purpose of this study is to examine the effects of assessment method (essays vs. examinations) and instruction method (seminars vs. lectures) on student perceptions of the fairness of the assessment process. Department-specific combinations of these factors give a unique profile to the assessment process and to the way students interact with…

This paper reports on longitudinal study regarding integrity of testing in an online format as used by e-learning platforms. Specifically, this study explains whether online testing, which implies an open book format is compromising integrity of assessment by encouraging cheating among students. Statistical experiment designed for this study…

As accounting education transitions to more distance-learning formats, the integrity of student evaluation continues to serve as an obstacle to adoption. Greater technological possibilities will be opposed if faculty members believe that testing is compromised. This article investigates whether students taking exams remotely (and under no…

Historically, responses to the Course Experience Questionnaire (CEQ) were required to be collected by self-administered paper or online questionnaire to be eligible for official analysis. CEQ responses collected by telephone were excluded from the final analysis file to minimise the potential for bias due to mode effects: systematic variation in…

Despite questions about their reliability and validity, student evaluations of teaching (SETs) are a primary measure of instructor performance. The current study examines SETs, including a thorough list of potentially relevant variables. The findings suggest that how much students perceive they learned in a course is an important predictor of SET…