Rethinking Assessment in Higher Education: EFL Students’ Perceptions of Computer-Assisted Assessment
Keywords:
Assessment, computer-assisted assessment, EFL learnersAbstract
Assessment is a fundamental process in the teaching and learning framework that evaluates students' knowledge, comprehension, skills, and capacities, as well as the learning outcomes. The rapid development of digital technologies in recent years has transformed nearly every aspect of education, including the assessment procedure. Computer-assisted assessment (CAA) has many advantages over the conventional pen-and-paper assessment method, including immediate feedback, more efficiency, and more flexibility for teachers and students. Within this purpose, this study aims to investigate undergraduate EFL students’ perceptions of computer-assisted assessment (CAA) and examine the relationship between their perceptions and their prior experience with CAA. The participants were 102 students (63 females and 39 males) enrolled in optional and compulsory preparatory classes at a public university in Türkiye. Data were collected through a questionnaire measuring students’ perceptions of CAA and their GPA (Grade Point Average) scores. The findings revealed that students generally held positive perceptions regarding the benefits of CAA, and no statistically significant difference was found in the overall mean scores across departments. However, a significant difference emerged between the general perceptions of CAA among female and male participants. Pearson correlation analysis indicated a positive relationship between students’ perceptions of CAA and their prior experience with it. Additionally, a positive correlation was found between students’ perceptions of CAA and their English language proficiency.
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