Kiểm tra trực tuyến: Góc nhìn của sinh viên đại học
Main Article Content
Tóm tắt
Article Details
Tài liệu tham khảo
Alderson, J. C., and Wall, D. (1993). Does washback exist? Applied linguistics, 14(2): 115-129. https://doi.org/10.1093/applin/14.2.115
Bachman, L. F., and Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Bradley, B. D. (2005). Legal Implications of Online Assessment: Issues for Educators. In S. L. Howell and M. Hricko. (Eds), Online Assessment and Measurement: Foundations and Challenges. IGI Global: 182-199. https://doi.org/10.4018/978-1-59140-720-1.ch009
Bartley, J. M. (2005). Assessment is as Assessment Does: A Conceptual Framework for Understanding Online Assessment and Measurement. In M. Hricko and S. L. Howell, (Eds.), Online assessment and measurement: Foundations and challenges. IGI Global: 1-45. https://doi.org/10.4018/978-1-59140-720-1.ch001
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York, Longman.
Cassady, J. C., and Gridley, B. E. (2005). The Effects of Online Formative and Summative Assessment on Test Anxiety and Performance. The Journal of Technology, Learning and Assessment, 4(1). https://ejournals.bc.edu/index.php/jtla/article/view/1648
Clark, S. J., Reiner, C. M., and Johnson, T. D. (2006). Online Course-Ratings and the Personnel Evaluation Standards. In D. Williams, M. Hricko and S. L. Howell, (Eds.), Online Assessment, Measurement and Evaluation: Emerging Practices. IGI Global: 61-75. https://doi.org/10.4018/978-1-59140-747-8.ch005
Cohen, L., Manion, L., and Morrison, K. (2007). Research methods in education (6th Ed). Routledge, Taylor and Francis Group.
Escudier, M. P., Newton, T. J., Cox, M. J., Reynolds, P. A., and Odell, E. W. (2011). University students’ attainment and perceptions of computer delivered assessment; a comparison between computer-based and traditional tests in a ‘high-stakes’ examination: Student online assessment. Journal of Computer Assisted Learning, 27(5): 440-447. https://doi.org/10.1111/j.1365-2729.2011.00409.x
Fraenkel, J. và Wallen, N. (2008). How to design and evaluate research in education (7th Ed). McGraw-Hill
Goertler, S., and Gacs, A. (2018). Assessment in Online German: Assessment Methods and Results. Die Unterrichtspraxis/Teaching German, 51(2): 156-174. https://doi.org/10.1111/tger.12071
Goldberg, A. L., and Pedulla, J. J. (2002). Performance Differences According to Test Mode and Computer Familiarity on a Practice Graduate Record Exam. Educational and Psychological Measurement, 62(6): 1053-1067. https://doi.org/10.1177/0013164402238092
Hewson, C. (2012). Can online course‐based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments. Journal of Computer Assisted Learning, 28(5): 488-498. http://dx.doi.org/10.1111/j.1365-2729.2011.00473.x
Hewson, C., Charlton, J., and Brosnan, M. (2007). Comparing online and offline administration of multiple choice question assessments to psychology undergraduates: Do assessment modality or computer attitudes influence performance? Psychology Learning and Teaching, 6(1): 37-46. https://doi.org/10.2304/plat.2007.6.1.37
Hewson, C., and Charlton, J. P. (2019). An investigation of the validity of course-based online assessment methods: The role of computer-related attitudes and assessment mode preferences. Journal of Computer Assisted Learning, 35(1): 51-60. https://doi.org/10.1111/jcal.12310
Hickman, C. J., Bielema, C., and Gunderson, M. (2005). Challenges in the design, development, and delivery of online assessment and evaluation. In In M. Hricko and S. L. Howell, (Eds.), Online assessment and measurement: Foundations and challenges. IGI Global: 132-164.
Kelly, D. and Baxter, J. and Anderson, T. (2010). Engaging first‐year students through online collaborative assessments. Journal of Computer Assisted Learning, 26(6): 535 - 548. https://doi.org/10.1111/j.1365-2729.2010.00361.x
Kingston, N. M. (2008). Comparability of Computer- and Paper-Administered Multiple-Choice Tests for K–12 Populations: A Synthesis. Applied Measurement in Education, 22(1): 22-37. https://doi.org/10.1080/08957340802558326
Larkin, C., Szabo, S., and Mintu-Wimsatt, A. (2017). Academic integrity of graduate online students in a curriculum and instruction program. International Research in Higher Education, 2(4): 1-8. https://doi.org/10.5430/irhe.v2n4p1
Llamas-Nistal, M., Fernández-Iglesias, M. J., González-Tato, J., and Mikic-Fonte, F. A. (2013). Blended e-assessment: Migrating classical exams to the digital world. Computers and Education, 62(1): 72-87. https://doi.org/10.1016/j.compedu.2012.10.021
Lorenzetti, J. P. (2008). Combating online dishonesty with communities of integrity. In C. Hill (Ed), Promoting Academic Integrity in Online Education. Distance Education Report, Magna Publications. https://my.mhu.edu/pluginfile.php/17347/mod_resource/content/0/promoting-academic-integrity-in-online-edu%20copy.pdf
Meccawy, Z., Meccawy, M., and Alsobhi, A. (2021). Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. International Journal for Educational Integrity, 17(1): 1-24. https://doi.org/10.1007/s40979-021-00083-9
Nguyen, J. G., Keuseman, K. J., and Humston, J. J. (2020). Minimize online cheating for online assessments during the COVID-19 pandemic. Journal of Chemical Education, 97(9): 3429-3435. https://doi.org/10.1021/acs.jchemed.0c00790
Nguyễn Tấn Đại (2020). Đảm bảo chất lượng trong đào tạo trực tuyến: Đề xuất cách tiếp cận mới tại Việt Nam. Hội thảo “Cải tiến chất lượng trong quản trị đại học”, Trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh.
Padayachee, P., Wagner-Welsh, S., and Johannes, H. (2018). Online assessment in Moodle: A framework for supporting our students. South African Journal of Higher Education, 32(5): 211-235. https://doi.org/10.20853/32-5-2599
Pearson (2022, January 18). 5 Advantages of Using Online Assessment Tools to Evaluate Students. https://in.pearson.com/content/region-growth/india/pearson-india/en/blog/2022/01/5-advantages-of-using-online-assessment-tools-to-evaluate-studen.html
Rath, A., Wong, M. L., and Pannuti, C. M. (2021). Blackboard‐based online assessment during COVID‐19 era: A new leaf to an old tree. Journal of Dental Education, Advancing Through Innovation, 86(S1): 804-807. https://doi.org/10.1002/jdd.12737
Ricketts, C., and Wilks, S. J. (2002). Improving student performance through computer-based assessment: Insights from recent research. Assessment & Evaluation in Higher Education, 27(5): 475-479. https://doi.org/10.1080/0260293022000009348
Tsagari, D. (2007). Review of washback in language testing: How has been done? What more needs doing? Institue of Education Sciences. https://eric.ed.gov/?q=review+of+washback+in+language+testing%3a+how+has+been+done%3f+what+more+needs+doing%3f&ft=on&id=ED497709
Walsh, K. (2015). Point Of View: Online Assessment in Medical Education – Current Trends and Future Directions. Malawi Medical Journal, 27(2): 71. https://doi.org/10.4314/mmj.v27i2.8
Warburton, B. (2009). Quick win or slow burn: modelling UK HE CAA uptake. Assessment and Evaluation in Higher Education, 34(3): 257-272. https://doi.org/10.1080/02602930802071080
Zhang, C., Yan, X., and Wang, J. (2021). EFL Teachers’ Online Assessment Practices During the COVID-19 Pandemic: Changes and Mediating Factors. The Asia-Pacific Education Researcher, 30(6): 499-507. https://doi.org/10.1007/s40299-021-00589-3