Navigating the Digital Exam Landscape

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  • Title: Navigating the Digital Exam Landscape: Exploring Factors Influencing University Students’ Experiences with Online Assessment
  • Author(s): Gulsah Basgurboga, Diler Gultekin , Emsal Ates Ozdemir
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Assessment and Evaluation
  • Keywords: Advantages of Online Assessment, Challenges of Online Assessment and Higher Education, Students’ Perceptions Regarding Online Assessment
  • Volume: 32
  • Issue: 1
  • Date: May 21, 2025
  • ISSN: 2327-7920 (Print)
  • ISSN: 2327-8692 (Online)
  • DOI: https://doi.org/10.18848/2327-7920/CGP/v32i01/211-231
  • Citation: Basgurboga, Gulsah, Diler Gultekin, and Emsal Ates Ozdemir. 2025. "Navigating the Digital Exam Landscape: Exploring Factors Influencing University Students’ Experiences with Online Assessment." The International Journal of Assessment and Evaluation 32 (1): 211-231. doi:10.18848/2327-7920/CGP/v32i01/211-231.
  • Extent: 21 pages

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Abstract

The present qualitative study is an attempt to explore online assessment from a phenomenological point of view. To this end, semi-structured interviews were carried out with students from the faculty of sports sciences in a private university. The researchers applied a snowballing and purposeful sampling approach in order to collect data from participants. Four main themes emerged that shaped students’ perceptions about online assessment. These are the preferences of assessment, perceived difficulty of online assessment, study strategies for assessment, and challenges of online assessment. The study contributes to the literature by identifying the main factors that impact students’ perceptions of online assessment. It can be considered as a means to examine students’ opinions regarding the difficulty of online exams in comparison to in-person assessment. Furthermore, the study underlines the main challenges of online assessment and it focuses on students’ study strategies for online exams. The findings highlight the need for carefully selected content and purposeful design that facilitate the online assessment experience.