Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted Through the e-Assessment Process?

Authors

  • Denise Whitelock Interim Director, Institute of Educational Technology The Open University UK
  • Chris Edwards Lecturer, Institute of Educational Technology Open University
  • Alexandra Okada Educational Researcher The Faculty of Wellbeing, Education and Language Studies The Open University UK

DOI:

https://doi.org/10.56059/jl4d.v7i1.384

Abstract

The EU-funded TeSLA project - Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) has developed a suite of instruments for e-Authentication. These include face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection were designed for integration within a university's virtual learning environment. These tools were trialed across the seven partner institutions: 4,058 participating students, including 330 Students with special educational needs and disabilities (SEND); 54 teaching staff.

This paper describes the findings of this large-scale study where over 50% of students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were 'to ensure that my examination results are trusted' and 'to prove that my essay is my own original work'. Teaching staff also reported positive experiences of TeSLA: the figure reaching 100% in one institution. We show there is evidence that a suite of e-authentication tools such as TeSLA can potentially be acceptable to students and staff and be used to increase trust in online assessment. Also, that whilst not yet perfected for SEND students it can still enrich their experience of assessment. We find that care is needed when introducing such technologies to ensure the building of the layers of trust required for their successful adoption.

Author Biographies

Denise Whitelock, Interim Director, Institute of Educational Technology The Open University UK

Denise is the Interim Director of the Institute of Educational Technology at the Open University, UK.  She is a Professor of Technology Enhanced Assessment and Learning and has over thirty years’ experience in AI for designing, researching and evaluating online and computer-based learning in Higher Education.

For complete publication list see: http://oro.open.ac.uk/view/person/dmw8.html

Chris Edwards, Lecturer, Institute of Educational Technology Open University

Chris is a lecturer in the Open University's Institute of Educational Technology. In addition to this research into student authentication, he chairs the Masters module Openness and innovation in eLearning. He also supports Quality Enhancement activities focussing on using new data methods and structures to better understand student study choices.

For complete publication list see: http://oro.open.ac.uk/view/person/che2.html

Alexandra Okada, Educational Researcher The Faculty of Wellbeing, Education and Language Studies The Open University UK

Alexandra is an educational researcher of the Faculty of Wellbeing, Education & Language Studies at The Open University, UK and a senior fellow of the Higher Education Academy.  Her expertise lies at intersections between Technology enhanced learning and Responsible Research and Innovation.

For complete publication list see: http://oro.open.ac.uk/view/person/alpo3.html

References

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Published

2020-03-20

How to Cite

Whitelock, D., Edwards, C., & Okada, A. (2020). Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted Through the e-Assessment Process?. Journal of Learning for Development, 7(1), 46–60. https://doi.org/10.56059/jl4d.v7i1.384

Issue

Vol. 7 No. 1 (2020): ISSUE 1

Section

Research Articles

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Received 2020-01-08
Accepted 2020-02-03
Published 2020-03-20