Revolutionizing Learning through Online Assessment for the 21stcentury Learner

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dc.contributor.authorMumo, Rosalia Mwikali
dc.contributor.authorMwangangi, Leonard
dc.contributor.authorWarfa, Ahmed Osman
dc.date.accessioned2022-12-14T12:18:45Z
dc.date.available2022-12-14T12:18:45Z
dc.date.issued2022-12
dc.descriptionA Research Article in the Journal of Popular Education in Africaen_US
dc.description.abstractOnline learning is here to stay! It is replacing many traditional .classroom settings and is changing the ways in which we teach. Students will be able to learn what they want, when they want it, where they want to and how much they want, to learn Although educators at all levels have embraced using online technology as a teaching tool, the issue of assessment of student learning in an online course has not been thoroughly addressed. Although online instruction may be more efficient, convenient, and flexible for both students and teachers, it must be stressed that this technology should be used to facilitate teaching and promote learning. Online assessment should be viewed as a system for evaluating student academic achievement. The assessment process should be viewed as a system because there are many components to measure. Ryan (2000) reminds us that the assessment method needs to match the level of desired demonstrated learning. He believes that online assessment will require educators to modify their methods, indicating that the development of effective and reliable assessment for online students may require the greatest effort for innovation and departure from traditional practices. Teacher and student interaction is a crucial component of assessment. The traditional classroom depicts the teacher at the front of the room, transferring information to the students in the form of lecture or notes. Online delivery also utilizes instructional notes, audio, video, and discussion. Draves (2000) states that there is more interaction between and among students and the teacher with online learning than with traditional instruction The purpose of this study was to examine how online assessment is revolutionizing learning for the 21stCentury learner. It examined the benefits accruing from online assessment, challenges associated with online assessment and the possible solutions. The methodology adopted literature review using (SASA approach). The study concludes that there is need for an urgency to ensure digital literacy among university students so that learners can be taught and assessed online. It recommends that there is need for Collaborative approach in e-assessment and that digital literacy should be prioritized in learning/ assessment.en_US
dc.identifier.citationNdolo, F. K; Koech, P. K & Etende, H. E. (2022). Relationship between Science Process Skills Approach and Learners’ Self-efficacy in Biology in Secondary Schools in Makueni County, Kenya. Journal of Popular Education in Africa. 6(10), 17 – 27.en_US
dc.identifier.issn2523-2800
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24419
dc.language.isoenen_US
dc.publisherJournal of Popular Education in Africaen_US
dc.subjectRevolutionizingen_US
dc.subjectOnline assessmenten_US
dc.subjectOnline technologyen_US
dc.subject,21st century learneren_US
dc.subjectTraditional classroomen_US
dc.subjectDigital literacyen_US
dc.titleRevolutionizing Learning through Online Assessment for the 21stcentury Learneren_US
dc.typeArticleen_US
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