Online and Offline Assessment Methods in Higher Education: A Revisitation of EFL Teachers’ Perceptions and Practices
Online and Offline Assessment Methods in Higher Education: A Revisitation of EFL Teachers’ Perceptions and Practices
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高等教育中的线上和线下评估方法：对英语教师的看法和实践的回顾
DOI：
10.17507/jltr.1306.02
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
M. Nazim
中科院分区：
文献类型：
--
作者：
A. Alzubi;Khaled Nasser Ali Al;M. Nazim
评估是教育领域的一个重要组成部分，教师通过各种方法对学生的表现进行评估。新冠肺炎疫情期间，教师通过线上教与学的模式采用多种考核方式；如今，疫情结束伊始，教师又重新践行线下考核方式。本研究确定了英语作为外语的教师对高等教育中线上和线下评估方法的看法。此外，它还针对教师在线上和线下学习模式下应用EFL评估方法时可以使用的最佳技能评估方法和限制条件。为了达到研究目标，本研究采用描述性诊断的方法，通过问卷调查和半结构化访谈的方式收集了61名英语教师的数据。研究结果表明，英语教师认为在线学习模式下的评估方法具有中等程度的效用，而线下学习模式下的评估方法则非常有用。此外，英语教师对线下和在线学习模式下评估方法的效用的认知存在显著差异：教师认为评估方法在线下学习模式下更有用。研究还发现，在线学习模式下EFL评估方法的最大制约因素是作弊和模仿、接触信息技术不足以及缺乏对辅助评估工具的认识。在线下学习模式下，EFL评估方法的最大制约因素是对评估方法和课堂管理的认识不足。根据这些新的发现，提出了一系列建议，以供进一步研究。
Assessment is a key component of the educational spectrum and engages teachers in evaluating students’ performance through various methods. During the Covid-19 pandemic, teachers employed various assessment methods through the online mode of teaching and learning; now, at the beginning of the end of the pandemic, teachers are back to practicing offline assessment methods. This study identifies English as a foreign language (EFL) teachers’ perceptions of online versus offline assessment methods in higher education. Furthermore, it targets the best skill-wise assessment methods and constraints that teachers can use when applying EFL assessment methods in both online and offline learning modes. To achieve the study objectives, a descriptive-diagnostic approach was applied; the data were collected from 61 EFL teachers through a questionnaire and semi-structured interviews. The findings show that EFL teachers perceive assessment methods in the online mode of learning as being of a medium level of utility, whereas they perceive assessments in the offline mode of learning as being highly useful. Furthermore, statistically significant differences were found between the EFL teachers’ perceptions of the utility of assessment methods in offline and online modes of learning: the teachers perceived assessments as being significantly more useful in the offline mode of learning. It was also found that the greatest constraints of EFL assessment methods in an online learning mode are issues of cheating and impersonation, insufficient exposure to information technology, and lack of awareness of assistive evaluation tools. In the offline learning mode, the greatest constraints of EFL assessment methods are a lack of awareness of assessment methods and classroom management. In light of these new findings, a set of recommendations is suggested for further research.