Pioneering Online Assessment Solutions: Empirical Experiences From Educational Practitioners

Abstract

The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined qualitative literature regarding the innovative strategies for online educational assessment sustainable and scalable. To gather empirical qualitative data on this subject, a systematic review of literature was undertaken. The study responded to one major research question. “What are the experiences of educational practitioners reported in empirical qualitative research studies pertaining innovative strategies for online educational assessment?” We conducted a qualitative review of the scientific literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was employed to generate themes and patterns. Education databases, like ERIC were used for the article search. Search phrases utilized for this systematic review included “Strategies for online assessment” and “Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution to online assessment in universities and restores confidence among educational partners and funders.