Evaluación-e: presente y futura visión

Kamila Ghouali - Abou Bekr Belkaid University (Tlemcen, Algeria) - 0000-0003-2221-2939Smail Benmoussat - Abou Bekr Belkaid University (Tlemcen, Algeria) - 0000-0003-4837-3992Raúl Ruiz-Cecilia - University of Granada - 0000-0002-8119-549XRecepción: 21.01.2020 | Aceptado: 25.01.2020Correspondencia a través de ORCID: Raúl Ruiz-Cecilia - 0000-0002-8119-549XThe role that technology has played in the educational domain is undeniable. In fact, it has affected various aspects of students’ way of learning, not least their assessment. This change has been conducive to an online based-evaluation in line with the 21st century era referred to as e-assessment. The present paper is a review of the literature that first defines assessment and spotlights its types, features, and importance. Then, it moves to e-assessment by highlighting its emergence, tools, and process. It also sheds light on the differences that may exist between e-assessment and other more conventional modes of evaluation and the underlying reasons behind its use. Because the computer-based assessment is seen divergently from one scholar to another, the article discusses those disagreeing opinions in the form of pro and cons from pedagogical, social, administrative, and financial considerations. Moreover, it explores the set of challenges that can come across its implementation and provides a set of recommendations. The work intends to provide an in-depth understanding about such type of evaluation and insights for future e-designer, teachers, and researchers alike on the different parameters that have to be taken into account before designing any e-assessment task in an educational setting.Resumen: El papel que la tecnología ha desempeñado en el ámbito educativo es innegable. De hecho, ha afectado a varios aspectos de la forma de aprender de los estudiantes, sobre todo a su evaluación. Este cambio ha propiciado una evaluación en línea acorde con la era del siglo XXI, lo que se conoce como evaluación electrónica. El presente documento es una revisión de la literatura que primero define la evaluación y destaca sus tipos, características e importancia. Luego, se pasa a la evaluación electrónica destacando su surgimiento, herramientas y proceso. Asimismo, arroja luz sobre las diferencias que pueden existir entre la evaluación electrónica y otros modos de evaluación más convencionales y las razones subyacentes a su uso. Debido a que la evaluación electrónica se ve de manera divergente de un académico a otro, el artículo discute esas opiniones discrepantes en forma de pro y contra de consideraciones pedagógicas, sociales, administrativas y financieras. Además, explora el conjunto de desafíos que pueden surgir en su implementación y proporciona un conjunto de recomendaciones. El trabajo pretende proporcionar una comprensión en profundidad sobre este tipo de evaluación y una visión para futuros diseñadores, profesores e investigadores sobre los diferentes parámetros que deben tenerse en cuenta antes de diseñar cualquier tarea de evaluación electrónica en un entorno educativo

E-university delivery model: handling the evaluation process

Purpose The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues. Design/methodology/approach This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change. Findings The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome. Originality/value This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency