A Framework for Verification in Contactless Secure Physical Access Control and Authentication Systems

Biometrics is one of the very popular techniques in user identification for accessing institutions and logging into attendance systems. Currently, some of the existing biometric techniques such as the use of fingerprints are unpopular due to COVID-19 challenges. This paper identifies the components of a framework for secure contactless access authentication. The researcher selected 50 journals from Google scholar which were used to analyze the various components used in a secure contactless access authentication framework. The methodology used for research was based on the scientific approach of research methodology that mainly includes data collection from the 50 selected journals, analysis of the data and assessment of results. The following components were identified: database, sensor camera, feature extraction methods, matching and decision algorithm. Out of the considered journals the most used is CASIA database at 40%, CCD Sensor camera with 56%, Gabor feature extraction method at 44%, Hamming distance for matching at 100% and PCA at 100% was used for decision making. These findings will assist the researcher in providing a guide on the best suitable components. Various researchers have proposed an improvement in the current security systems due to integrity and security problems

An embedded approach to plagiarism detection using the TeSLA e-authentication system

Plagiarism continues to remain an ever-present issue throughout academia. It is an anathema to scholarly enterprise, where the proper attribution of the work of others is of fundamental importance. Teaching students the importance of citing and referencing the work of others, and how to correctly do so, is therefore an important role for academic institutions. It is insufficient to teach these things without assessing students’ learning. Effective and accessible tools that can assist in teaching and assessment are sought and are increasingly being developed. This paper describes a new tool designed to assess levels of plagiarism in students’ submitted work and considers its affordances alongside other established tools. TeSLA is an EU funded project that brings eighteen partners together for the development of an embedded suite of tools to deliver the seamless e-authentication of students as they complete online assessments. Within the suite is a plagiarism detection tool that analyses documents and text on submission and provides immediate output. We show that the TeSLA plagiarism detection tool highlights potential collusion, a form of plagiarism. Also, we discuss whether the embedded nature of the TeSLA system could be used to improve constructive alignment between teaching and assessment within modules

Introducing a reflective framework for the assessment and recognition of microcredentials

Assessment and recognition are key aspects of microcredentials, usually offered on massive open online course (MOOC) platforms. Microcredentials are designed to address the needs of employers and learners looking for units of study at a higher education level aligned with the requirements of labour markets. This paper reviews current methods for assessment and recognition proposing a framework with seven guidelines for use at the planning and design stages of microcredentials. The framework is based on a review of 27 documents and a synthesis process. It provides a tool for microcredential providers to check whether the best ID verification, assessment, recognition, and quality assurance approaches are in place, enabling them to reflect on, and possibly improve their choices

Online remote exams in higher education: distance learning students' views

As a result of the Covid-19 pandemic, universities had to re-structure their assessment design, policies and processes. It is clear that the experiment of having exams delivered in an online format has allowed institutions to question what the most appropriate format for the future is (St-Onge et al., 2022). The assessment conversation around the design of the online exams and the technology used aimed at ensuring that student expectations were met while securing assessment standards. This study aimed to explore student views at a major distance-learning university in the UK about participating in online remote exams. The institution replaced the common pre-covid practice of taking face-to-face exams at local centres appointed by the university with remote open book-style exams. This work focuses on responses to: (a) a closed-ended question on whether students had a positive, negative or mixed experience with online exams and (b) an open-ended exploratory question inviting students to report their previous experiences with online exams, if any. Content analysis was used to make valid inferences from the survey respondents’ open-ended responses focusing on the meaning in context (Krippendorff, 2018). The majority of respondents (83%) reported that they never completed an online remote exam at home (or work) as an alternative to their face-to-face exams. The rest (n = 107) completed online remote exams at home in one course (12%) or more than one course (5%). This may have occurred due to pandemic or to accommodate students with disabilities or other circumstances as part of standard processes. The students who completed an exam at home mainly described their experience as positive (76%, n = 81). However, some students had a mixed (19%, n = 20) or negative (5%, n = 5) experience. Findings from 107 student responses to an online survey on assessment, pointed to positive and negative areas of experience with online exams. Exploring students’ comments on positive experiences (n = 76), the area with the largest proportion of positive mentions (36%) was ‘exam duration and time’, followed by ‘anxiety/pressure’ (26%), ‘exams at home’ (20%), ‘travel to exam centre’ (16%), ‘real-life equivalent’ (8%), and ‘invigilation’(4%). Exploring students’ comments on negative experiences (n = 15), the area with the largest proportion of negative mentions (52%) was ‘equipment and technical issues’, followed by ‘invigilation and rigorousness’ (26%), ‘exam duration and time’ (9%), ‘marks’ (8%), and ‘distractions at home’ (7%). The evidence from this study suggests that while most survey respondents show a clear preference towards online remote exams, there is no clear ‘winner’ as different groups of students reveal barriers and challenges in assuming a different exam model. This study provides an agenda for universities with temporary and permanent distance learning programmes to develop or improve ways that students or particular groups of students are assessed by providing positive areas of perception. References: [1] Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications. [2] St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366

Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities

Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students’ views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by examining the attitudes of 267 SEND students who used, or were aware of, an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). The results suggest a broadly positive acceptability of these e-authentication technologies by SEND students. In the view of these students, the key advantages are the ability of proving the originality of their work, and trust-based e-assessment results; the key disadvantages are the possibility that the technology might not work or present wrong outputs in terms of cheating

Models and Guidelines for Assessment and Recognition of MOOCs and microcredentials. EMC-LM Project deliverable 4.2

This report provides models and guidelines for the assessment and recognition of massive open online courses (MOOCs), microcredentials, and other courses offered on MOOC platforms through the review of literature, good practices, and existing guidelines. That review has supported the creation of the models and guidelines (framework) included in the last section of the report. This report and framework are designed as part of the European MOOC Consortium – Labour Markets project (EMC-LM). For that reason, the Common Microcredential Framework (CMF) developed by the EMC is important as a reference list for the production of guidelines. The main objective of the framework is to define the microcredential, a new higher education and training level of study. Microcredentials are typically offered on MOOC platforms. They address the needs of employers and learners looking for small units of study at higher education level that are aligned with the labour market. This report is based on previous work included in D4.1 “Compendium on good practices in assessment and recognition of MOOCs”. That compendium considered three important elements of assessment and recognition in the context of MOOC platforms: identity verification (ID verification), summative assessment processes and categories for microcredential recognition. The research process used to create that report has been complemented by desk research on literature and practices related to the fast pivot to online teaching and learning by many higher education institutions in response to COVID19, as well as a review of current guidelines concerning MOOC quality from several research projects and providers. That research has led to a reflective process using the different sources to produce a framework for assessment and recognition

Designing online assessment. Solutions that are rigorous, trusted, flexible and scalable

The report is the outcome of a Special Interest Group (SIG) on Online Assessment, representing 17 EADTU member institutions. The mission of the group is to share members’ local expertise in how to design and plan institutional online assessment strategies and the experiences from delivering under the conditions of the Covid19 pandemic and in a post pandemic world. The report includes a ‘baseline’ of the challenges, practices and new developments during the pandemic, examples of research and innovation in online assessment, and the supportive (or non-supportive) national policies and frameworks that define the context of assessment for the institutions. It also includes practical examples ('Good practices') from SIG members that can help, if not inspire developing better practice and new thinking in other member institutions

Assessment Design

This chapter summarises approaches to moving assessment online, taken by European HEIs in response to the pandemic challenges in 2020 and 2021, and possible assessment strategies for the future, as a result of the experiences and with reference to the institutional and national frameworks and policies. It includes small case study inserts and refers to further 'Good Practices' case studies in Annex 1 of the publicatio

Introduction

This section introduces the work of the Online Assessment Special interest group at EADTU, explains the structure of the work and the report and considers various ways to design future online assessmen