Understanding student perspectives on e-assessments in a South African university of technology

Abstract

Assessment is a crucial component of the learning process, and with the advent of technology, innovative strategies such as e-assessment have emerged as alternatives to traditional paper-based assessments. While many countries have embraced e-assessment systems due to their numerous benefits, developing economies like South Africa have paid limited attention to the experiences and issues related to e- assessments. This study aims to explore the experiences of South African students who have undergone e-assessments, focusing on the perceived benefits and drawbacks of transitioning from paper-based to online platform-based assessments. A focus group of students took part in the inquiry, with the data interpreted using literature and guided by constructivist educational theory. Findings revealed that students reported experiencing anxiety and concentration issues during e-assessments. However, there was also an appreciation for the value that e-assessments bring to higher education. This study highlights the need for further research to examine the factors that influence the implementation and effectiveness of e-assessments in the higher education sector. By understanding these factors, the educational institution can address challenges and optimize the benefits of e-assessments, enhancing the learning experience for students. Future studies should delve deeper into the specific aspects influencing e-assessments in higher education and provide insights for developing effective strategies and interventions.