Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education
Okada, A., Noguera, I., Alexieva, L., Rozeva, A., Kocdar, S., Brouns, F., Ladonlahti, T., Whitelock, D., & Guerrero‐Roldán, A. (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology, 50(6), 3264-3282. https://doi.org/10.1111/bjet.12733
Published in
British Journal of Educational TechnologyAuthors
Date
2019Copyright
© 2019 The Authors
Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.
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Publisher
Wiley-Blackwell Publishing Ltd.ISSN Search the Publication Forum
1467-8535Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/28916981
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- Avoin yliopisto [119]
Related funder(s)
European CommissionFunding program(s)

The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about funding
We are grateful to the TeSLA consortium. This work is supported by the European Commission (H2020-ICT-2015/H2020-ICT-2015), Number 688520.License
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