Digital and Face to Face Assessment Implementation in Higher Education Institutions: Lessons for Teacher Educators

Abstract

This study aimed to investigate the digital and face-to-face assessment strategies in higher academic institutions from the standpoints of Palestinian students and teachers’ role in handling smooth assessment tools whether these tools are implemented in traditional setups or digital innovative ways. A questionnaire survey was completed by 8000 university students from four universities participating in an online learning program during the COVID19 pandemic in Palestine. A survey including both closed and open-ended questions was also used to ask students about their standpoints of the digital and traditional assessment practices. The results reveal that undergraduates consider face-to-face evaluation practices are more appropriate compared to digital assessment. A high percentage of learners believe that the digital and face-to-face evaluation practices did not have any significant differences due to university or gender variables. Similarly, most students express a positive attitude towards participating in online assessment because they feel relaxed without undergoing stress. Students perceive teachers’ digital assessment practices as an effective method during the pandemic. However, they often face challenges such as internet connectivity, digital literacy, electricity problems, and material constrains. The students propose several solutions for online assessment challenges most of which revolve around the significant role of teachers in undermining them. For example, students suggest allotting enough time for learners; updating the system; effective training; improving internet speed, and equipment efficiency.