| 52599 |
Creator |
5e2b2739371b6edf8043c2bb8831a05e |
| 52599 |
Creator |
988e42a4ad32f24a3f8311a89515bcfc |
| 52599 |
Creator |
528518f5f6ccf758f31d0953fb6f4432 |
| 52599 |
Creator |
5d3d843d207672ff3d3bdab509f9c6dd |
| 52599 |
Date |
2017-10-06 |
| 52599 |
Date |
2018-08-18 |
| 52599 |
Is Part Of |
repository |
| 52599 |
abstract |
It has been suggested that the amount of plagiarism and cheating in high-stakes assessment
has increased with the introduction of e-assessments (QAA, 2016), which means that
authenticating student identity and authorship is increasingly important for online
distance higher education. The investigation reported in this paper focuses on the
implementation and use in the UK of an adaptive trust-based e-assessment system known
as TeSLA (An Adaptive Trust-based e-Assessment System for Learning) currently being
developed by an EU-funded project involving 18 partners across 13 countries. TeSLA
combines bio-metric instruments, textual analysis instruments and security instruments.
This study based on Responsible Research and Innovation - RRI examines the attitudes
and experiences of UK students who used the TeSLA instruments. In particular, it considers
whether the students found the e-authentication assessment to be a practical, secure
and reliable alternative to traditional proctored exams. Data includes pre- and post-
questionnaires completed by 328 students of The Open University, who engaged with
the TeSLA keystroke analysis and anti-plagiarism software. The findings suggest a
broadly positive acceptance of these e-authentication technologies. However, based
on statistical implicative analysis, there were important differences in the students’
responses between genders, between age groups and between students with different
amounts of previous e-assessment experiences. For example, men were less concerned
about providing personal data than women; middle-aged participants (41 to 50 years
old) were more aware of the nuances of cheating and plagiarism; while younger students
(up to 30 years old) were more likely to reject e-authentication. |
| 52599 |
abstract |
It has been suggested that the amount of plagiarism and cheating in high-stakes assessment
has increased with the introduction of e-assessments (QAA, 2016), which means that
authenticating student identity and authorship is increasingly important for online
distance higher education. The investigation reported in this paper focuses on the
implementation and use in the UK of an adaptive trust-based e-assessment system known
as <i>TeSLA (An Adaptive Trust-based e-Assessment System for Learning)</i> currently
being developed by an EU-funded project involving 18 partners across 13 countries.
<i>TeSLA</i> combines bio-metric instruments, textual analysis instruments and security
instruments. This study based on Responsible Research and Innovation - RRI examines
the attitudes and experiences of UK students who used the <i>TeSLA</i> instruments.
In particular, it considers whether the students found the e-authentication assessment
to be a practical, secure and reliable alternative to traditional proctored exams.
Data includes pre- and post- questionnaires completed by 328 students of The Open
University, who engaged with the <i>TeSLA</i> keystroke analysis and anti-plagiarism
software. The findings suggest a broadly positive acceptance of these e-authentication
technologies. However, based on statistical implicative analysis, there were important
differences in the students’ responses between genders, between age groups and between
students with different amounts of previous e-assessment experiences. For example,
men were less concerned about providing personal data than women; middle-aged participants
(41 to 50 years old) were more aware of the nuances of cheating and plagiarism; while
younger students (up to 30 years old) were more likely to reject e-authentication. |
| 52599 |
authorList |
authors |
| 52599 |
presentedAt |
ext-7f1f91a7884e062c9b62d939d7527c18 |
| 52599 |
status |
peerReviewed |
| 52599 |
volume |
829 |
| 52599 |
type |
AcademicArticle |
| 52599 |
type |
Article |
| 52599 |
label |
Okada, Alexandra ; Whitelock, Denise ; Holmes, Wayne and Edwards, Chris (2018).
Student acceptance of online assessment with e-authentication in the UK. In: 20th
International Conference Technology Enhanced Assessment (TEA 2017): Revised Selected
Papers, Communications in Computer and Information Science, pp. 109–122. |
| 52599 |
label |
Okada, Alexandra ; Whitelock, Denise ; Holmes, Wayne and Edwards, Chris (2017).
Student acceptance of online assessment with e-authentication in the UK. In: The
2017 International Technology Enhanced Assessment Conference (TEA 2017, 5-6 Oct 2017,
Barcelona, Spain. |
| 52599 |
label |
Okada, Alexandra ; Whitelock, Denise ; Holmes, Wayne and Edwards, Chris (2018).
Student acceptance of online assessment with e-authentication in the UK. In: 20th
International Conference Technology Enhanced Assessment (TEA 2017): Revised Selected
Papers, Communications in Computer and Information Science, pp. 109–122. |
| 52599 |
Title |
Student acceptance of online assessment with e-authentication in the UK |
| 52599 |
in dataset |
oro |