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Rethinking Assessment: The Future of Examinations in Higher Education

Author

Listed:
  • Kelum A. A. Gamage

    (Centre for Educational Development and Innovation, James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK)

  • Roshan G. G. R. Pradeep

    (Department of Education, University of Peradeniya, Peradeniya 20400, Sri Lanka)

  • Erandika K. de Silva

    (Department of Linguistics and English, University of Jaffna, Jaffna 40000, Sri Lanka)

Abstract

The global higher education landscape is significantly impacted as a result of the COVID-19 pandemic and the majority of the universities now follow an online or hybrid mode of delivery. This presents substantial challenges for universities, particularly to conduct examinations, as traditionally most exams were conducted physically on campus. During the first wave of the pandemic, many universities had no option and were forced to move online in a very short period of time, causing universities also to conduct exams online without transforming pedagogy and the structure/s of closed-book exams. Inevitably, in non-proctored and unregulated examinations, this allowed room for students to collaborate and share material during online exams without being noticed by an invigilator as in the case of physical exams. Online exams, also leave room for students to find information online which made preventing plagiarism a significant challenge. This paper investigates the practices used in both closed-book and open-book exams and identifies the challenges associated with the transition to online exams. It also identifies potential ways forward for future online exams, while minimizing opportunities for students to collaborate, plagiarise and use online material. The findings of this study reveal that online examinations affect teachers and students differently: while teachers have mixed feelings about online exams, students are anxious about their grades and the technical hassle they experience in online exams. While viva has emerged as a popular form of alternative assessment, students still feel the need of returning to physical exams. None of the teachers who participated in this study discussed a psychosocial approach to education and exams in this pandemic. We conclude this study on the note that there is a need for the collaboration of social scientists, psychologists, psychosocial specialists, educationists, and humanities scholars/humanists for better educational policy and pedagogical practices during the pandemic.

Suggested Citation

  • Kelum A. A. Gamage & Roshan G. G. R. Pradeep & Erandika K. de Silva, 2022. "Rethinking Assessment: The Future of Examinations in Higher Education," Sustainability, MDPI, vol. 14(6), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3552-:d:773760
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    References listed on IDEAS

    as
    1. Ming‐Jen Lin & Steven D. Levitt, 2020. "Catching Cheating Students," Economica, London School of Economics and Political Science, vol. 87(348), pages 885-900, October.
    2. Wuthisatian, Rattaphon, 2020. "Student exam performance in different proctored environments: Evidence from an online economics course," International Review of Economics Education, Elsevier, vol. 35(C).
    3. Golden, Joanna & Kohlbeck, Mark, 2020. "Addressing cheating when using test bank questions in online Classes," Journal of Accounting Education, Elsevier, vol. 52(C).
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