Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education

6533b7cefe1ef96bd1256ffc

RESEARCH PRODUCT

Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education

Denise Whitelock Ingrid Noguera Alexandra Okada Francis Brouns Anna Rozeva Tarja Ladonlahti Lyubka Alexieva Ana-elena Guerrero-roldán Serpil Kocdar

subject

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

description

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

year	journal	country	edition	language
2019-11-01

10.1111/bjet.12733 https://hdl.handle.net/1820/8041f81b-6a59-455f-8df9-2948b612881f