Remote and stationary examinations in the opinion of students

Milosz W Romaniuk, Joanna Teresa Łukasiewicz-Wieleba

Abstract


The article concerns the opinion on stationary and remote examinations carried out during the COVID-19 pandemic, perceived from the perspective of the assessed students. The study aimed to find out about the students' perspective on remote final and midterm exams at The Maria Grzegorzewska University and to attempt to compare it with the traditional examination. The subject of the research was, among others, the forms of checking knowledge and skills, problems arising during the exams, as well as the way of taking into account the special needs of the exam-takers. The students' opinions on the above-mentioned issues and their preferences regarding the examination situation were taken into account. The research used the method of diagnostic survey. The obtained results indicate that students during remote exams declare a higher level of stress related to potential technical problems, and in the case of stationary examinations the problem is chaos, noise and distraction. Regardless of the form of the exam, a similar percentage of students declare that they do not cheat - 73.53% during full-time exams, 68.49% pass fair during remote exams. The most common form of cheating during remote examinations is the use of previously prepared notes (21.85%), and 2.52% use the help of colleagues.

Full Text:

PDF

References


J. Łaszczyk, J. Łukasiewicz-Wieleba and M. W. Romaniuk, “Transformation of IT Education in Schools - Polish Experiences.” Current and Future Perspectives on Teaching and Learning, 2, 2020, pp. 43-51.

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Students.” International Journal of Electronics and Telecommunications, 66 (4), 2020, pp. 807-812, DOI: 10.24425/ijet.2020.135675.

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Academic Teachers.” International Journal of Electronics and Telecommunications, 66 (4), 2020, pp. 801-806, DOI: 10.24425/ijet.2020.135673.

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education From The Perspective of One Year Experience of Students.” International Journal of Electronics and Telecommunications, 67 (2), 2021, pp. 221-227, DOI: 10.24425/ijet.2021.135968.

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education From The Perspective of One Year Experience of Academic Teachers.” International Journal of Electronics and Telecommunications, 67 (2), 2021, pp. 213-219, DOI: 10.24425/ijet.2021.135967.

W. Santoso, G. Srimannarayana and C. Ritesh, „Enhancıng students’ learnıng experıences and recourses through the adoptıon of e-exams at CQUnıversıty.” Asia Pacific Institute Of Advanced Reasearch, 4 (1), 2018, pp. 1-11, DOI: 10.25275/apjcectv4i1edu1.

M. W. Romaniuk and J. Łukasiewicz-Wieleba, „Challenges of administering university examinations remotely during the COVID-19 pandemic.” E-Mentor, 3 (90), 2021, pp. 22-31, DOI: 10.15219/em90.1519.

P. G. Thomas, B. A. Price, C. P. Schofield and M. Richards, “Remote electronic examinations: Student experiences.” British Journal of Educational Technology, 33 (5), 2002, pp. 537-549, DOI: 10.1111/1467-8535.00290.

M. Hillier, “The very idea of e-Exams: student (pre)conceptions” in Rhetoric and Reality: Critical perspectives on educational technology, B. Hegarty, J. McDonald, S.-K. Loke, Ed. Dunedin, New Zealand, ASCILITE, 2014, pp. 77-88.

L. Elsalem, N. Al-Azzam, A. A. Jum and N. Obeidat, “Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences.” Annals of Medicine and Surgery, 62, 2020, pp. 326-333, DOI: 10.1016/j.amsu.2021.01.054.

S. Janke, S. C. Rudert, A. Petersen, T. M. Fritz and M. Daumiller, “Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?” Computers and Education Open, vol. 2, 2021, p. 100055, DOI: 10.1016/j.caeo.2021.100055.

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Proces egzaminowania w trybie zdalnym i stacjonarnym - porównanie.” Warszawa, 2021, DOI: 10.13140/RG.2.2.18440.55045

A. Akimov and M. Malin, „ When old becomes new: a case study of oral examination as an online assessment tool.” Assessment & Evaluation in Higher Education, 45 (8), 2020, pp. 1205-1221, DOI: 10.1080/02602938.2020.1730301

M. Sabin, K. H. Jin and A. Smith, „ Oral Exams in Shift to Remote Learning.” SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 2021, pp. 666-672, DOI: 10.1145/3408877.3432511.

M. Kuikkaa, M. Kitolaband and M. J. Laak, “Challenges when introducing electronic exam.” Research in Learning Technology, 22, 2014, pp. 1-17.

A. M. Parker, E. Watson, N. Dyck and J. P. Carey, “Traditional versus Open-Book Exams in Remote Course Delivery: A Narrative Review of the Literature.” Proceedings 2021 Canadian Engineering Education Association (CEEA-ACEG21) Conference, 2021, p. 029.

B. M. Cernicova and G.-M. Dragomir, „Romanian Students’ Appraisal of the Emergency Remote Assessment due to the COVID-19 Pandemic.” Sustainability, 13 (11), 2021, p. 6110, DOI: 10.3390/su13116110

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Z perspektywy rocznych doświadczeń.” Warszawa, 2020. DOI: 10.13140/RG.2.2.10251.62243

M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19.” Warszawa, 2020. DOI: 10.13140/RG.2.2.18059.52006


Refbacks

  • There are currently no refbacks.


International Journal of Electronics and Telecommunications
is a periodical of Electronics and Telecommunications Committee
of Polish Academy of Sciences

eISSN: 2300-1933