Remote assessment: case study from Ukrainian higher education institutions
DOI:
https://doi.org/10.20873/uft.rbec.e14665Resumo
Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia
Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas.
Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.
Remote assessment: case study from Ukrainian higher education institutions
ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices.
Keywords: E-learning, remote assessment, academic integrity, technological intervention.
Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania
RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas.
Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.
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