Cheating and Validity Concerns in Online Formative Assessments: Lessons from a Tanzanian Public University
DOI:
https://doi.org/10.59645/abr.v16i3.358Keywords:
Online, formative, assessment, cheating, validityAbstract
The global shift towards online teaching, learning, and assessment, accelerated by the COVID-19 pandemic, underscores the critical role of effective online assessment methods in ensuring educational success. While online formative assessments offer flexibility and accessibility, concerns persist regarding the authenticity and integrity of assessment results. This study explores the perceptions of university lecturers on the validity of online formative assessments and the strategies employed to enhance assessment integrity. A questionnaire with open and closed ended questions was used to collect data on the perceptions of lecturers on how cheating is evident in the online assessments. The data were analyzed using descriptive and content analysis. Findings reveal a mixed perception, with lecturers generally acknowledging the benefits of online assessments but expressing reservations about authenticity and integrity. Strategies employed include diverse question formats, time-related measures, and technological tools, yet challenges remain in ensuring effectiveness. Recommendations include enhancing question diversity, implementing plagiarism detection tools, and collaborating with regulatory bodies to standardize assessment practices, ultimately contributing to a robust and valid online assessment environment in Tanzanian universities.
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