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Students' Perception of eAssessment at an Institution of Higher Education

This paper describes a piece of research on the views and perceptions of eAssessment by the students at the Polytechnic of Rijeka. The research objectives are to determine whether students feel comfortable during eAssessment ; whether students think that eAssessment will contribute to their learning ; whether eAssessment is considered a valid, practical, reliable and secure alternative to traditional, paper-based assessment ; whether male students have different attitudes towards eAssessment than female students ; whether the student age affects their view and perception of eAssessment ; whether the field of study affects their view and perception of eAssessment ; and whether the assessment method (paper-based or eAssessment) will have an impact on the student exam results. Data analyses were conducted using IBM SPSS Statistics 20.0. Descriptive statistics, bivariate analysis and semantic differential were used for the purpose. The obtained results proved student positive attitudes and perceptions of eAssessment, perceiving it as good, intelligible, pleasant, interesting, useful, demanding, necessary, reliable, unobtrusive, independent, quick and easy. Kolmogorov–Smirnov test showed that only Road and Rail Transport students felt little less comfortable during eAssessment ; Entrepreneurship students felt equally comfortable with both methods of assessment, while Information Science students felt more comfortable with eAssessment. No significant difference in perception was found regarding the gender. Considering age, it was established that older students consider eAssessment more practical than the younger ones. In view of different study programs, the majority of students achieved better test results, i.e. grades in eAssessment exams: Road and Rail Transport student test scores showed to be slightly higher in eAssessment, while Information Science students achieved significantly better results. Only Entrepreneurship student test scores were slightly higher with paper-based method applied. Regardless of which study program they belong to, the respondents would like more of eAssessment in their academic environment.

perception of eAssessment ; institution of higher education ; students ; partial exams ; semantic differential

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