What is it about?
The study, “Assessment in ‘Survival Mode’: Student and Faculty Perceptions of Online Assessment Practices in HE during Covid-19 Pandemic,” investigates how King Abdulaziz University in Saudi Arabia managed online assessments during the COVID-19 lockdown. Using surveys, the study found that both students and faculty faced challenges with online assessments, particularly in handling academic integrity, engagement, and technical issues. It suggests implementing stronger support systems for fair assessments, teacher training, and clearer guidelines.
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Why is it important?
This article is important because it addresses a unique moment in education—how both students and faculty adapted to online assessments during the COVID-19 pandemic. Its value lies in highlighting the perspectives of both groups on critical issues like academic integrity, test design, and technical barriers in a new, fully online assessment environment. By examining these experiences, the study provides insights for improving online assessment practices, especially in higher education settings where adapting to such rapid changes posed significant challenges.
Perspectives
Reflecting on this article, I see it as a vital examination of a challenging period in education. It emphasizes the real-world struggles both students and faculty faced in adapting to online assessments during the pandemic—a time when institutions were forced into “survival mode.” By addressing issues of academic integrity, assessment fairness, and technical problems, the study captures the urgency to adapt swiftly while also underscoring the need for sustainable improvements in online learning practices. This perspective highlights the resilience and adaptability required to maintain educational standards in an unprecedented situation.
Dr Zilal Meccawy
King Abdulaziz University
Read the Original
This page is a summary of: Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic, International Journal for Educational Integrity, August 2021, Springer Science + Business Media,
DOI: 10.1007/s40979-021-00083-9.
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