Success Factors of E-Assessment in Computer Science for Higher Education: Perspectives from Instructors

Abstract

Assessment is an essential element in higher education processes and its use is becoming highly widespread with the increasing digitalisation of universities. E- assessment plays a major role in the success of the educational process due to its distinctive benefits, such as improving students' experience and performance, and optimising instructors' effort. The primary objective of this project is to identify success factors of the use of e-assessment methods from instructors’ perspectives. The study aims to focus on computer science (CS) instructors who assess coding assignments in higher education in the UK and Saudi universities. A mixed methods approach was used to conduct the study. 16 interviews with CS instructors in the UK and Saudi universities were conducted, together with a survey as its quantitative element. Although the survey data brings out clear disparities in the perception of adaptive formative feedback in the UK and Saudi Arabia; the findings indicate a lack of training courses for instructors and the shortage of specific automated tools to assess coding. There are also too few tools or systems for providing automated and adaptive formative feedback. Additionally, existing e-assessment tools do not meet instructors’ expectations on several key pedagogical and practical aspects such as flexibility, accessibility, scalability, practicality, validity, reliability and authenticity. Notably, instructors spend significant time and effort assessing code assignments, which could hinder learning outcomes and the enhancement of educational activities. This thesis provides a comprehensive framework outlining success factors for effective assessment. Such a framework will benefit e-assessment tools suppliers, instructors and universities, ultimately enhancing the quality of instructors' assessments.