Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity
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| Title: | Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity |
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| Authors: | Gamage, Kelum A. A. (ORCID |
| Source: | Education Sciences. 2020 10. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Online Courses, Student Evaluation, COVID-19, Pandemics, Integrity, Distance Education, Electronic Learning, Higher Education, Formative Evaluation, Summative Evaluation, Evaluation Methods, Tests, Pass Fail Grading, Educational Policy, Comparative Education, Student Motivation |
| ISSN: | 2227-7102 |
| Abstract: | Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1277113 |
| Database: | ERIC |
| Abstract: | Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges. |
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| ISSN: | 2227-7102 |
