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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/12085

Title: Summative e-Examination for High Stake Assessment in Higher Education: A Case of Undergraduate Students at the Kwame Nkrumah University of Science and Technology
Authors: Essel, Harry Barton
Butakor, Paul Kwame
Nortey, Samuel
Keywords: e-Examination
Computer-based Examination
Learning Management Systems
Digital Literacy Test
MultipleChoice Questions
Issue Date: 2019
Citation: Volume 19 Issue 3 Version 1.0 Year 2019
Abstract: The previous era witnessed larger student numbers, reduced resources and increasing use of digital technologies which have led to the increased use of multiple-choice question types as a method of assessment in higher education courses. As KNUST advances towards the complete adoption of multiple-choice questions for high-stake paper-based summative assessments, there are associated challenges that accompany this phenomenon. Chiefly is the misplacement of scantron sheets, time needed to mark the sheets and enormous pressure mounted on the Optical Mark Recognition device due to large students’ numbers in KNUST. Hence, the study sought to investigate the feasibility of e-Examination as an alternative for paper-based examination, and evaluate students’ acceptance of e-Examination. The study used a sample of 162 (n = 162) students in a multimedia in publishing course. Examinees performances in the e-Examinations were tested against five factors including prior experience of e-Examinations, digital literacy skills, gender, age and academic standings. The results evident that prior experience of e-Examinations, digital literacy skills, gender and age did not have statistically significant difference on the e-Exams performance. However, academic standing had significant effect on the e-Exams performance. The examinees responses after experiencing the e-Exam were favourable towards its implementation for high stake summative assessment in the university. The study recommended that the university develops a policy that will drive the universal implementation of e-Examination for high-stakes assessments.
Description: This article is published in GLOBAL JOURNAL OF HUMAN-SOCIAL SCIENCE: A ARTS & HUMANITIES - PSYCHOLOGY Volume 19 Issue 3 Version 1.0 Year 2019
URI: http://hdl.handle.net/123456789/12085
Appears in Collections:College of Arts and Social Sciences

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