Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education

Alexandra Okada, Ingrid Noguera, Lyubka Alexieva, Anna Rozeva, Serpil Koçdar, Fancis Brouns, Tarja Ladonlahti, Denise Whitelock, Ana-Elena Guerrero-Roldán

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Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff’ views regarding the use of e-authentication instruments and how they impact trust in eassessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA - Adaptive Trust-based e-Assessment System in six countries: UK, Spain, Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and eassessment design and feedback. Recommendations are to provide: a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support.
Original languageEnglish
Pages (from-to)3264-3282
Number of pages19
JournalBritish Journal of Educational Technology
Issue number6
Early online date11 Feb 2019
Publication statusPublished - Nov 2019


  • e-authentication
  • authorship verification
  • e-assessment
  • pedagogical approaches
  • cheating detection
  • trust
  • responsible research and innovation

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