Teachers’ Intentions & Challenges concerning E-Assessment at the Virtual University of Pakistan: A Phenomenological Study

Abstract

Although e-assessment has been identified as a suitable practice for teachers assessing students’ learning in higher education settings, it requires proper planning, patience, and foresight to design e-assessment programs. This qualitative research study explored VU teachers’ perceptions of the different methods used for e-assessment of students and interpreted the teachers’ perceptions on the effectiveness of e-assessment in evaluating students’ performance. The problem lies with administrative limitations of proper tools and data, as well as the student attitude that allows for plagiarism. The study gives suggestions for the e-assessment promotion that focus on both teachers and students. These include training programs for both parties, as well as promotion of its efficiency to abate fears regarding the program. Further, it tackles student interest and aims to shed light on the enhancement of student learning processes.