TY - JOUR
T1 - Attitude towards e-assessment
T2 - influence of gender, computer usage and level of education
AU - Bahar, M.
AU - Asil, M.
PY - 2018
Y1 - 2018
N2 - With astounding developments in online systems and education came the need for e-assessments of various forms. Despite plenty of studies about attitude towards computer-based and online education, attitude towards online assessment needs more focus due to scant research carried out. For this end, an e-assessment scale was used with a sample of 853 associate degree, undergraduate and graduate students to investigate the influence of gender, computer usage and level of education on attitude towards e-assessment. A mimic modelling approach was utilised following a confirmatory factor analysis, and the analysis found university students who used computers for a longer period of time had significantly higher scores on two e-assessment dimensions than those who used computers less. Males exhibited significantly more positive attitudes to e-assessment than females on test characteristics, individual characteristics and technical factors but not social and environmental factors. Level of education had no influence on attitude towards e-assessment
AB - With astounding developments in online systems and education came the need for e-assessments of various forms. Despite plenty of studies about attitude towards computer-based and online education, attitude towards online assessment needs more focus due to scant research carried out. For this end, an e-assessment scale was used with a sample of 853 associate degree, undergraduate and graduate students to investigate the influence of gender, computer usage and level of education on attitude towards e-assessment. A mimic modelling approach was utilised following a confirmatory factor analysis, and the analysis found university students who used computers for a longer period of time had significantly higher scores on two e-assessment dimensions than those who used computers less. Males exhibited significantly more positive attitudes to e-assessment than females on test characteristics, individual characteristics and technical factors but not social and environmental factors. Level of education had no influence on attitude towards e-assessment
UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85052075697&partnerID=MN8TOARS
U2 - 10.1080/02680513.2018.1503529
DO - 10.1080/02680513.2018.1503529
M3 - Article
VL - 33
SP - 221
EP - 237
JO - Open Learning
JF - Open Learning
IS - 3
ER -