Online Assessment in the Digital Era: Moroccan EFL University Students' Experiences, Perceptions and Challenges

Autor/inn/en	Menyani, Nourreddine; Boumehdi, Ahlame; El Jaadi, Oumaima
Titel	Online Assessment in the Digital Era: Moroccan EFL University Students' Experiences, Perceptions and Challenges
Quelle	In: IAFOR Journal of Education, 10 (2022) 1, S.193-210 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Educational Change; Online Courses; COVID-19; Pandemics; Student Experience; Learning Processes; Teaching Methods; Undergraduate Students; Student Attitudes; Cheating; Computer Assisted Testing; Student Evaluation; Feedback (Response); College Faculty; Teacher Student Relationship; Distance Education; Educational Experience; Morocco + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bildungsreform; Online course; Online-Kurs; Studienerfahrung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Prellen; Schulnote; Studentische Bewertung; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Distance study; Distance learning; Fernunterricht; Bildungserfahrung; Marokko
Abstract	After the scientific consensus on the proliferation of COVID-19, a lethal virus, educational institutions worldwide have swiftly migrated to online learning. This upheaval has propelled online evaluation and assessment to be the norm during this period. The principal objective of the study and research is to explore students' experience with online emergency learning as well as online evaluation. This paper also investigates how Moroccan English as a foreign language (EFL) university learners perceive online assessment in comparison to face-to-face assessment. Data were collected from a sample of 93 Moroccan EFL university students using a self-designed questionnaire. The findings of this research revealed that the students experienced technical issues while submitting their exams. They have also expressed their disappointment with the lack of feedback provided by their professors, not to mention their constant worry about academic honesty. This has led them to lose interest in their studies and possess doubts about reliving this dissatisfactory experience. Therefore, the results implied that participants perceive online assessment as an insignificant factor for performance improvement. This unprecedented experience has had an unadulterated negative impact on students as it has left them both dissatisfied with their experience regarding distance learning and apprehensive about their future educational experiences. It is, then, recommended that the notion of online assessment should be given much attention in higher education in the Moroccan context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01