IDENTIFYING FACTORS THAT AFFECT THE ACCEPTANCE AND USE OF E-ASSESSMENT BY ACADEMICS IN SAUDI UNIVERSITIES

Nuha Alruwais; Gary Wills; Mike Wald

doi:10.18768/ijaedu.20012

EN

IDENTIFYING FACTORS THAT AFFECT THE ACCEPTANCE AND USE OF E-ASSESSMENT BY ACADEMICS IN SAUDI UNIVERSITIES

Abstract

As assessment is one of the important pillars of the learning process, and E-assessment has become an essential part of education systems. E-assessment has developed to address some of the limitations and problems of a paper-test. In last the10 years, E-assessment has improved in developed countries such as the UK. In contrast, in Saudi Arabia, one of the developing countries, less attention has been paid to the usage of E-assessment and research which discusses E-assessment issues in Saudi Arabia is limited. Consequently, we investigate the factors that impact on academic’s use of E-assessment in Saudi universities. In order to examine these factors, the Decomposed Theory of Planned Behavior model (DTPB) is adopted with slight modification. Age and gender are added to the proposed model as moderating factors that affect attitude, subjective norms and perceived behavioral control. IT support is also added as a sub-factor under perceived behavioral control and technology facilitating conditions are included under resources facilitating conditions.

Keywords: E-assessment, E-exam, electronic exam, online exam, online assessment.

Keywords

E-assessment, E-exam, electronic exam, online exam, online assessment

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Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Nuha Alruwais

Gary Wills

Mike Wald

Publication Date

April 22, 2016

Submission Date

April 20, 2016

Acceptance Date

-

Published in Issue

Year 1970 Volume: 2 Number: 4

DOI

https://doi.org/10.18768/ijaedu.20012

IZ

https://izlik.org/JA25MX52JZ

Cite

RIS / Bibtex

EndNote

Alruwais N, Wills G, Wald M (April 1, 2016) IDENTIFYING FACTORS THAT AFFECT THE ACCEPTANCE AND USE OF E-ASSESSMENT BY ACADEMICS IN SAUDI UNIVERSITIES. IJAEDU- International E-Journal of Advances in Education 2 4 132–140.