AN INVESTIGATION OF LMS INTEGRATION REGARDING FORMATIVE ASSESSMENT AT TERTIARY LEVEL: CHALLENGES AND INSTRUCTOROFRIENDLY SOLUTION

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.