| 66510 |
Creator |
5e2b2739371b6edf8043c2bb8831a05e |
| 66510 |
Creator |
988e42a4ad32f24a3f8311a89515bcfc |
| 66510 |
Creator |
5d3d843d207672ff3d3bdab509f9c6dd |
| 66510 |
Date |
2019-09-09 |
| 66510 |
Is Part Of |
repository |
| 66510 |
abstract |
As many universities increase their online provision, there is a growing need for
advances in at least one aspect of e-assessment: that of ensuring the individual doing
the assessment is who the institution thinks they are, eauthentication. When online
assessment is used solely for formative assessment, where assessment and feedback
are focussed on learning rather than evaluating for the award of credit, this is not
an issue. However, where online assessment is intended to contribute to a student's
overall grading, institutions must be confident it is the student's work that is being
marked. In the current environment this constraint places strong limits on the options
for online assessment.
The EU-funded TeSLA project - Adaptive Trust-based e-Assessment System for Learning
(http://tesla-project.eu) has developed a suite of instruments aimed at addressing
this need. The suite is designed to integrate within a university's virtual learning
environment and includes face recognition, voice recognition, keystroke dynamics,
forensic analysis and plagiarism detection. These tools were trialed across the seven
partner institutions and participating students (4,058, including 330 SEND) and teaching
staff (54) completed questionnaires that revealed their views.
This paper describes the findings of this large-scale study where over 50% of students
gave a positive response to the use of these tools. In addition, over 70% agreed that
these tools were 'to ensure that my examination results are trusted' and 'to prove
that my essay is my own original work'. Teaching staff also reported positive experiences
of TeSLA: the figure reaching 100% in one institution. We show there is some evidence
that student perceptions of trust can shift between their pre- and post-intervention
questionnaires. Therefore, highlighting the risk that whilst students remain positively
disposed to the institution there may be some diminution of trust associated with
the introduction of new technologies into the student experience. |
| 66510 |
authorList |
authors |
| 66510 |
presentedAt |
ext-536115c279c634b9ee1377fadd402a3a |
| 66510 |
presentedAt |
ext-c4b2f70e52f020f71e3a80b86fed7237 |
| 66510 |
status |
peerReviewed |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/950867 |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/950868 |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/950869 |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/950870 |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/950871 |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/950872 |
| 66510 |
uri |
http://data.open.ac.uk/oro/document/956046 |
| 66510 |
type |
AcademicArticle |
| 66510 |
type |
Article |
| 66510 |
label |
Edwards, Chris ; Whitelock, Denise and Okada, Alexandra (2019). Did you really
do this? E-authentication raising confidence in e-assessment. In: 9th Pan-Commonwealth
Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9),
9-12 Sep 2019, Edinburgh, Scotland. |
| 66510 |
label |
Edwards, Chris ; Whitelock, Denise and Okada, Alexandra (2019). Did you really
do this? E-authentication raising confidence in e-assessment. In: 9th Pan-Commonwealth
Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9),
9-12 Sep 2019., Edinburgh, Scotland. |
| 66510 |
label |
Edwards, Chris ; Whitelock, Denise and Okada, Alexandra (2019). Did you really
do this? E-authentication raising confidence in e-assessment. In: 9th Pan-Commonwealth
Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9),
9-12 Sep 2019, Edinburgh, Scotland. |
| 66510 |
Title |
Did you really do this? E-authentication raising confidence in e-assessment |
| 66510 |
in dataset |
oro |