Gupta Tushar, Shree Abha, Chanda Prosari, Banerjee Asmita
Department of Education, University of Allahabad, Prayagraj, Uttar Pradesh, India.
Department of Education, Mizoram University (A Central University), Aizawl, Mizoram, India.
Soc Sci Humanit Open. 2023;8(1):100579. doi: 10.1016/j.ssaho.2023.100579. Epub 2023 May 25.
Assessing students' online learning is a vital constituent of the effective teaching-learning process in a virtual mode. This study addressed teachers' preparedness, challenges and effective practices for students' assessment in online learning during the COVID-19 pandemic. Online assessment at times of uncertainty has become arduous for university teachers as it is not in practice in Indian higher educational institutions (HEIs). This research reports a study of the Adamas University, teachers drawn-out through semi-structured interviews of individual teachers. The researchers employed a case study research method to attain the objectives of the study using thematic analysis for the qualitative data. Thirty-one faculty members were selected as a sample of the study. The study findings indicated that the University teachers used multiple online assessment techniques, some common, some extremely unique, viz. blogs and peer tutorial videos. The preparedness or readiness varied considerably as some were instead sceptical, whereas some were amusingly non-challant. The study found that teachers faced many problems while assessing students' performance during online classes, which were not just tech-based, but also due to their distressed state of mind.
评估学生的在线学习是虚拟模式下有效教学过程的重要组成部分。本研究探讨了在新冠疫情期间，教师在学生在线学习评估方面的准备情况、面临的挑战以及有效做法。在不确定性时期进行在线评估，对大学教师来说变得很艰巨，因为在印度高等教育机构中这并未实际开展过。本研究报告了一项对阿达马斯大学教师的研究，通过对个别教师进行半结构化访谈得出。研究人员采用案例研究方法，运用主题分析法对定性数据进行分析，以实现研究目标。选取了31名教师作为研究样本。研究结果表明，该大学教师使用了多种在线评估技术，有些很常见，有些则极为独特，比如博客和同伴辅导视频。准备情况差异很大，有些教师持怀疑态度，而有些则表现得漫不经心。研究发现，教师在评估在线课程中学生的表现时面临许多问题，这些问题不仅基于技术，还源于他们的心理压力状态。
