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.
- authorship verification
- pedagogical approaches
- cheating detection
- responsible research and innovation
Okada, A., Noguera, I., Alexieva, L., Rozeva, A., Koçdar, S., Brouns, F., Ladonlahti, T., Whitelock, D., & Guerrero-Roldán, A-E. (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology, 50(6), 3264-3282. https://doi.org/10.1111/bjet.12733