Teachers' Experience in E-Assessment: Case Study of EFL Teachers in Algerian Universities

Autor/in	Hichour, Hadjira
Titel	Teachers' Experience in E-Assessment: Case Study of EFL Teachers in Algerian Universities
Quelle	In: Arab World English Journal, 13 (2022) 1, S.450-461 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hichour, Hadjira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; College Students; College Faculty; COVID-19; Pandemics; School Closing; Educational Technology; Electronic Learning; Student Evaluation; Computer Assisted Testing; Online Courses; Evaluation Methods; Barriers; Algeria + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Collegestudent; Fakultät; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Schulnote; Studentische Bewertung; Online course; Online-Kurs; Algerien
Abstract	In the wake of the Corona Virus pandemic, many universities have rapidly shifted to remote education. In this regard, students are enrolled in online learning instead of, or sometimes along with, physical classroom presence. As a result, the online assessment also appeared as an alternative method to assess students. The current research paper aims to provide an in-depth look at the online reviews in EFL teaching and learning in the Algerian context during the COVID-19 pandemic. The main questions that set the study are: How do Algerian English language teachers perceive e-assessment via Moodle? What impact did the online reviews have on assessment practices?; How did an online assessment affect students 'achievements? To answer these questions, the researcher conducted a study with Algerian EFL teachers and students from three Universities. The researcher collected data through a questionnaire addressed to EFL teachers and a comparative analysis of Project-Based Language essays done by the students in face-to-face assessment and online assessment. The findings revealed that although the challenges facing teachers in online review, positive attitudes appeared towards this method. The analysis also demonstrated that the assessment practice used mainly by participated teachers is a summative assessment. The results also showed a big difference in students' achievements between face-to-face assignments and online evaluation, in favor of e-assessment. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01