Analysis of teachers' perception on the implementation of e-assessment at the university: teacher' training outcome
DOI:
https://doi.org/10.51302/tce.2023.18723Keywords:
e-assessment, higher education, technology tools, learning, teacher training, assessment learning, teaching strategiesAbstract
Learning assessment is a fundamental part of any training proposal, particularly in higher education. An attractive methodology that aims for this purpose is e-assessment; being key in teaching and learning environments mediated by information and communication technologies (ICT). The study aimed to describe the perceptions of teachers (men and women) about the relevance of the implementation of e-assessment in their training courses at the university. For this, a cross-sectional descriptive observational study was carried out on teachers from the University of Antioquia who had participated in e-evaluation training courses. The sample consisted of 154 teachers who took the e-evaluation course between the periods 2019 and 2022. For the collection of information, an ad hoc instrument (Alsaadoun, 2022) was adapted and systematized to identify the observable variables that made up the latent variables of «Teaching» and «Learning». The results showed a high reliability of the instrument, with an omega coefficient of 0.88 and 0.92 for the «Teaching» and «Learning» dimensions, respectively. This study also showed that participants consider that e-assessment improves learning environments in higher education courses. Likewise, it was possible to verify that the teachers consider that both teaching and learning are improved with this e-assessment methodology.
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Copyright (c) 2023 Bibiana María Cuervo Montoya, Katerin Johana Valencia Posada, Víctor Daniel Calvo Betancur, Tarcilo Torres Valois
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