Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes…

Assessment is a key component of education. Routine grading of students' work, however, is time consuming. Automating the grading process allows instructors to spend more of their time helping their students learn and engaging their students with more open-ended, creative activities. One way to automate grading is through computer-based…

Assessment of the learning process refers to assessing the quality of students' learning as they complete learning activities, such as how much time they spend reading materials, how many times they repeat quizzes when they get low scores, or whether their posts in a forum are helpful for other students. Assessment of process is more appropriate…

Formative assessment and personalised feedback are commonly recognised as key factors both for improving students' performance and increasing their motivation and engagement (Gibbs and Simpson, 2005). Currently, in large and massive open online courses (MOOCs), technological solutions to give feedback are often limited to quizzes of different…

Writing essays and receiving feedback can be useful for fostering students' learning and motivation. When faced with large class sizes, it is desirable to identify students who might particularly benefit from feedback. In this article, we tested the potential of Latent Semantic Analysis (LSA) for identifying poor essays. A total of 14 teaching…

This article explores the suitability of static analysis techniques based on the abstract syntax tree (AST) for the automated assessment of early/mid degree level programming. Focus is on fairness, timeliness and consistency of grades and feedback. Following investigation into manual marking practises, including a survey of markers, the assessment…

In science education, laboratory practicals are frequently assessed through submission of a report. A large increase in student numbers necessitated us adapting a traditional practical report into an online test with automated marking. The assessment was designed to retain positive features of the traditional laboratory report but with added…

This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students' progress and abilities. It uses visual feedback and analysis of graduate attribute assessment to foreground the diversity of aspects of a student's performance across subject…

These proceedings contain the papers of the 16th International Conference on e-Learning (EL 2022), which was organised by the International Association for Development of the Information Society, 19-21 July, 2022. This conference is part of the 16th Multi Conference on Computer Science and Information Systems 2022, 19-22 July, which had a total of…

The COVID-19 pandemic poses significant challenges for higher education across the UK. This year's cohort of university applicants now face months of uncertainty, as they try to make decisions on their future amid exam cancellations and a new system to determine grades, all without face-to-face support from their school. For students currently…

Assessment is a delicate task in the overall teaching process because it may require significant time and may be prone to subjectivity. Subjectivity is especially true for disciplines in which perceptual factors play a key role in the evaluation. In previous decades, computer-based assessment techniques were developed to address the…

As homework and other aspects of education migrate to a computer-based format, on-paper exams are beginning to seem like an anachronism. Online delivery is attractive, but comes with a myriad of implications not apparent at first glance. It affects the kinds of questions that can be asked and complicates administration of the exam, but it may make…

As a result of the Canterbury earthquake on 4 September 2010, and associated aftershocks on 22 February 2011 and 13 June 2011, final examinations in the two first-year Economics papers at Canterbury University were cancelled at short notice in Semester 1, 2011. The final examination weightings were spread over the remaining assessments to obtain a…

Existing e-assessment tools may not be a panacea to address all assessment situations, as students might find the traditional pen-and-paper approach to provide their answers more convenient than typing them online. For example, constructed response or essay-based assessments will require the active participation of students and lecturers to…

Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design (GVD) curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is…