| dc.description.abstract | The purpose of this research study is to investigate the attitudes of English as Foreign
Language (EFL) preparatory school instructors regarding the practice of online
assessment using a learning management system (LMS) and the challenges they
encountered during the process. A qualitative research design based on a case study was
implemented to reveal instructors’ experiences before, during and after the COVID-19
Pandemic.
A focus group was used to gather research data through interviews to present diverse
and intricate aspects of online assessment. Preceding the pandemic, most instructors
possessed limited knowledge and experience, mostly confined to personal experience or
other educational contexts. Along with the pandemic, rapid migration to online education
entailed significant challenges regarding technological challenges and the integrity and
efficiency of assessment.
The instructors faced challenges during exam preparation, such as connectivity
problems, unfamiliarity with the LMS and system faults. These technical issues were
accompanied by challenges during the administration of online exams, such as
assessment challenges (e.g. grading open-ended questions). Moreover, difficulties
regarding cheating and plagiarism detection, legal and academic consequences, and
reliability of online assessment after assessing students online were covered.
Nevertheless, instructors’ technological advancements and adaptation of online
assessment tools after the pandemic shutdown were highlighted. Still, increased
instructor responsibilities remain concerning. The study underlines the need and
importance of persistent support and development to make it efficient and reliable.
Consequently, the study provides viewpoints into the complicated and evolving nature
of online assessment in EFL education and highlights the need for ongoing support and
improvement to enhance its usefulness. | en_US |
