The Experience of Introducing Secure E-Assessment in a South African University First-Year Foundational ICT Networking Course

Autor/inn/en	Adesemowo, A. Kayode; Johannes, Hermien; Goldstone, Simon; Terblanche, Koshala
Titel	The Experience of Introducing Secure E-Assessment in a South African University First-Year Foundational ICT Networking Course
Quelle	In: Africa Education Review, 13 (2016) 1, S.67-86 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1186922
Schlagwörter	Foreign Countries; College Freshmen; Social Networks; Introductory Courses; Information Technology; Technology Education; Computer Assisted Testing; Action Research; Blended Learning; Integrated Learning Systems; Scholarship; Instruction; Active Learning; High Stakes Tests; Summative Evaluation; Focus Groups; Participant Observation; Student Attitudes; Spelling; Error Patterns; Educational Benefits; Student Surveys; Qualitative Research; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Social network; Soziales Netzwerk; Einführungskurs; Informationstechnologie; Technisch-naturwissenschaftlicher Unterricht; Projektforschung; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Aktives Lernen; Teilnehmende Beobachtung; Schülerverhalten; Schreibweise; Fehlertyp; Bildungsertrag; Schülerbefragung; Qualitative Forschung; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a "large" group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for "extending" the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01