This study analyses changes in students' perceptions of online examinations during the transition from a face-to-face to a fully online assessment system. We compare data from a survey administered to two samples of students at a distance learning university at the end of two consecutive academic years in which a new online examination system was…

After almost a year of COVID-19, distance education mediated by digital tools prevails as an ideal way to study given the flexibility, ubiquity, and a variety of tools that make the process more acceptable. Remote proctored exams have become an important tool to ensure integrity and academic honesty in distance education. This mixed methods study…

Increasingly, graduate student instructors (GSIs) teach online without prior formal training on how to design online assessments of learning and participation. We present findings from a collective case study of seven GSIs at a university in the United States of America to describe how these novice online instructors learned to enact assessment…

To slow the spread of COVID-19, many universities have had to move to online teaching, which entails changing exams from in-person to online. Online exams can facilitate cheating when there is no direct proctoring. To provide some form of control in unproctored exams, Cluskey et al. (2011) suggested having substantial time pressure; yet there are…

Describes research conducted in the United Kingdom that asked Open University distance education students what type of assignment feedback they would like to receive. Interviews with 22 students are discussed that ascertained their views regarding feedback on tutor-marked assignments and computer-marked assignments. (Author/LRW)