Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education
| Autor: | Denise Whitelock, Ingrid Noguera, Alexandra Okada, Francis Brouns, Anna Rozeva, Tarja Ladonlahti, Lyubka Alexieva, Ana-Elena Guerrero-Roldán, Serpil Kocdar |
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| Přispěvatelé: | Open University, Sofia University, Technical University of Sofia, Anadolu University, Open University of the Netherlands, University of Jyväskylä, Universitat Oberta de Catalunya (UOC), RS-Research Line Technology Enhanced Learning Innovations for teaching and learning (TELI) (part of WO program), Department TELI, RS-Theme Technology Enhanced Assessment, Anadolu Üniversitesi |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
pedagogical approaches
sähköinen arviointi responsible research and innovation educación superior henkilöllisyys authorship verification verificación de autoría e-assessment identity tekijyys Auditor's report Authentication 4. Education 05 social sciences educació superior 050301 education electronic authentication Public relations Authentication (law) Autentificación de documentos verifiointi todentaminen higher education e-authentication The Internet Psychology autenticación electrónica 050101 languages & linguistics plagiointi Higher education Best practice Cheating Data security autenticació Education autenticación 0501 psychology and cognitive sciences tietoturva authorship cheating detection business.industry trust Information security autenticació electrònica e-arviointi Autenticació de documents verificació de l'autoria business 0503 education arviointi |
| Zdroj: | Okada, A, Noguera, I, Alexieva, L, Rozeva, A, Koçdar, S, Brouns, F, Ladonlahti, T, Whitelock, D & Guerrero-Roldán, A-E 2019, ' Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education ', British Journal of Educational Technology, vol. 50, no. 6, pp. 3264-3282 . https://doi.org/10.1111/bjet.12733 O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) British Journal of Educational Technology, 50(6), 3264-3282. Wiley Blackwell British Journal of Educational Technology |
| ISSN: | 0007-1013 |
| DOI: | 10.1111/bjet.12733 |
| Popis: | Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. © 2019 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of BERA European Commission: H2020?ICT?2015/H2020?ICT?2015, 688520 We are grateful to the TeSLA consortium. This work is supported by the European Commission (H2020?ICT?2015/H2020?ICT?2015), Number 688520. |
| Databáze: | OpenAIRE |
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