Abstract
The Covid-19 pandemic has globally influenced higher education, prompting the closure of thousands of universities as a key strategy for social distancing. Therefore, universities faced a new set of challenges; on top of them was the unprecedented request for e-assessments, instead of on-CAMPUS assessments. This paper presents the findings of a case study conducted at the Faculty of Business Administration, Economics and Political Science (BAEPS) at the British University in Egypt (BUE) over the second semester of the academic year 2019–2020. The case-study aimed to assess the fast BAEPS response to the challenges of the new assessment mechanism, which have been conducted using various interactive educational platforms. Additionally, this paper aims to examine the degree to which the results of the e-assessment conducted during the pandemic are consistent with traditional paper assessment.
The first conclusion was the existence of a significant difference between e-assessment and paper assessment, which may very well be due to the open-book nature of e-assessments. However, the paper concluded that the value of uniqueness and time factors in the design of e-assessment shrink the results gap between both types. The evidence showed the ability of e-assessment to overcome the main threat, which is external support to students, through the proper assessment design. Moreover, the paper concluded the efficiency of e-assessments to significantly reflect actual students’ capabilities and achievements in quantitative modules. Finally, the authors emphasized that e-assessment has noticeably become mandatory for the future of education in the fourth industrial revolution.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The Independent Samples T-Test was performed under the condition of equal variance between the Mathematics Module (2019–2020), which was taught during the fall semester, and the Statistics Module (2018–2019), which means that both were paper assessments, as they were before COVID-19. The test statistics were insignificant, because the p-value > 0.1 was at a significance level of 5%. Therefore, the null hypothesis that the difference between the two means is insignificant was not rejected, which means that it could conclude the existence of a statistical insignificancy between the means of both modules' final results.
- 2.
The data was divided into deciles to be more categorized, then the Spearman’s Correlation Coefficient was applied to the categorized data.
References
UNESCO. Global Monitoring of School Closures caused by COVID-19 (2020). https://en.unesco.org/covid19/educationresponse. Accessed 16 2020
Singh, V., Thurman, A.: How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). Am. J. Distance Educ. 33(4), 289–306 (2019)
Garrison, C., Ehringhaus, M.: Formative and summative assessments in the classroom (2007)
Basilaia, G., Kvavadze, D.: Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Res. 5(4), 1–9 (2020)
Wang, H., Pi, Z., Hu, W.: The instructor’s gaze guidance in video lectures improves learning. J. Comput. Assisted Learn. 35(1), 42–50 (2019)
Werhner, M.J.: A comparison of the performance of online versus traditional on-campus earth science students on identical exams. J. Geosci. Educ. 58(5), 310–312 (2010)
Bao, W.: COVID-19 and online teaching in higher education: a case study of Peking University. Hum. Behav. Emerg. Technol. 2(2), 113–115 (2020)
Toquero, C.M.: Challenges and opportunities for higher education amid the COVID-19 pandemic: the philippine context. Pedagogical Res. 5(4), em0063 (2020)
Cavanaugh, J.K., Jacquemin, S.J.: A large sample comparison of grade based student learning outcomes in online vs. face-to-face courses. Online Learn. 19(2), n2 (2015)
Elmehdi, H.M., Ibrahem A.-M.: Online summative assessment and its impact on students’ academic performance, perception and attitude towards online exams: University of Sharjah Study Case. In: Creative Business and Social Innovations for a Sustainable Future, pp. 211–218. Springer, Cham (2019)
Education in and after Covid-19: immediate responses and long-term visions. Sci. Edu. 1–5 (2020)
Ali, W.: Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic. High. Educ. 10(3) (2020)
Spaulding, M.: Perceptions of academic honesty in online vs. face-to-face classrooms. J. Interact. Online Learn. 8(3) (2009)
Still, M.L., Still, J.D.: Contrasting traditional in-class exams with frequent online testing. J. Teach. Learn. Technol. 4(2), 30–40 (2015)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Salah, W., Ramadan, M., Ahmed, H. (2021). Effectiveness of E-Assessment in Quantitative Modules, COVID-19 Consequences: A Case Study by the British University in Egypt. In: Auer, M.E., Centea, D. (eds) Visions and Concepts for Education 4.0. ICBL 2020. Advances in Intelligent Systems and Computing, vol 1314. Springer, Cham. https://doi.org/10.1007/978-3-030-67209-6_50
Download citation
DOI: https://doi.org/10.1007/978-3-030-67209-6_50
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-67208-9
Online ISBN: 978-3-030-67209-6
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)