Digital Assessment

JISC’s report on Assessment and feedback higher education landscape review: survey outcomes published in 2022 highlights the rapid increase in the use of technologies for formative as well as summative assessment.  

​​​When using technology and e-assessment strategies, it is important to consider the suitability of the chosen digital format in relation to the overall teaching and learning strategy, the learning outcomes to be assessed, the availability, accessibility and usability of the platform and the training teachers and students might require to make full use of e-assessment technologies.  

For more information see:   

Ferrell, G., Smith, R. and Knight, S. (2020) Designing learning and assessment in a digital age. JISC. (Accessed: 7 March 2022).

Learn tech support. 

​​​​​The future of assessment: five principles, five targets for 2025  (report published by Jisc in 2020), outlines 5 key areas for the development of future assessment practices, especially when involving technologies: 

• “Authentic - Assessments designed to prepare students for what they do next, using technology they will use in their careers. 
• Accessible - Assessments designed with an accessibility-first principle. 
• Appropriately automated - A balance found of automated and human marking to deliver maximum benefit to students. 
• Continuous - Assessment data is used to explore opportunities for continuous assessment to improve the learning experience. 
• Secure - Authoring detection and biometric authentication adopted for identification and remote proctoring.” 

The following sub-sections cover 

1. Digital and social media 

     a. Blogs 

     b. Video 

     c. Social media  

     d. Collaborative tools 

2. Simulations  

3. Games and gamification  

4. Online exams 

London Met guide on useful digital tools that can be considered for teaching, learning and assessment 

• In the Weblearn Staff Help area there is a useful tool list that shows desktop apps and online tools available to all London Met students and staff.  

• The tools provided and supported by the University are marked with a 'tick' and are free to use for all students. For free online and open source tools: please make sure that you check terms and conditions before you sign up for a personal account for any free or open source tools that are not licenced or supported by London Met to make sure you understand the implications of using the tool. 

Weblearn staff guide on how to Select an e-Assessment Tool  

Benefits of blogs 

Blogs can be used to:  

• Develop and assess critical thinking skills and can also be used to create collaborative assessment spaces and support group work (Alsamadani, 2017; Luca and McLoughlin, 2005). 
• The blog format allows for peer-to-peer feedback and tutor-led development feedback.  
• Blogs support critical reflection but also enable students to add images and other media to their writing and to connect, if suitable, to social media platforms.  
• Blogs are increasingly used for formative and developmental assessment, but can also be used for summative assessment. When used in a developmental mode, and students are asked to provide blog entries over a period of time, blogs can offer an opportunity for more regular and more active engagement with the course materials (Christie and Morris, 2021). 

Challenges of using blogs 

The blogging platform can influence the formats and modes of engagement. Accessibility and usability of different blogging tools can have an impact on engagement.  

• Blogging tools embedded in Virtual Learning Environments (VLE) - there is a Journal tool for private blogging and a Blog tool for collaborative/shared blogging embedded in Weblearn - they provide a more secure environment, with dedicated spaces confined to the class/module choice and tutors. They are easily accessible and include marking features and links to the overall marking/grade tools included in the VLE. However, they lack some of the more contemporary features and the look and feel and usability of mainstream blogging tools.  
• Mainstream and commercially available blogging tools, on the other hand, present some challenges in terms of privacy, copyright, marking tools and long-term availability of the work. 
• Other considerations should be the choice between private blogs and public blogs, the marking criteria for assessment produced via blog, also in terms of the relationship between reflection/content, graphical elements and social media links.  
• When blogs are used for summative assessment, it is important to consider if, when and how to block content past the assessment due date.  
• The accessibility and usability of the chosen tool has to be carefully considered. 
• Finally, students might need training to use a specific blogging tool, they should have opportunities to experiment with the tool before the final submission of work. 

Blogging tools 

• Almost all Virtual learning Environment (VLE) platforms include some form of blogging tool. 
• An outline of Weblearn/Blackboard blog can be found via the Blackboard Blog guide. 
• Commercially available blogging tools include WordPress, Wix.com, Tumblr, Weebly, Joomla, Blogspot, Typepad, Ghost, and Squarespace (Fitzgerald, 2022; Lofgren, 2022). Also, 
• Edublogs is a well-known platform for educational use. 

References and resources - Blogs 

Cork University (no date) Rubric for marking blogs. Available at: Timhorgan (Accessed: 3 March 2022). 

Alsamadani, H.A. (2017) ‘The Effectiveness of Using Online Blogging for Students’ Individual and Group Writing’, International Education Studies, 11(1), p. 44. 

Caldwell, H. and Heaton, R. (2016) ‘The interdisciplinary use of blogs and online communities in teacher education’, The International Journal of Information and Learning Technology. Edited by G. Anderson, 33(3), pp. 142–158.

Christie, H. and Morris, N. (2021) ‘Using assessed blogs to enhance student engagement’, Teaching in Higher Education, 26(4), pp. 573–585.

Corradi, H. (2016) Guidelines for using blogs in higher education teaching -6 tips | Exchange, University of Bath guides. Available at: Guidelines for using blogs in higher education teaching 6 tips (Accessed: 2 March 2022). 

Elkington, S. (2020) Essential Frameworks For Enhancing Student Success: Transforming Assessment. York, UK: Advance HE. Available at: Essential frameworks enhancing student success transforming assessment (Accessed: 2 March 2022). 

Fitzgerald, A. (2022) The 12 Best Blogging Platforms for 2022 (& How to Pick One). Available at: Best blogging platform (Accessed: 2 March 2022). 

Garcia, E. et al. (2019) ‘Student learning in higher education through blogging in the classroom’, Computers & Education, 136. 

Lofgren, L. (2022) Top 5 Best Blogging Platforms and Blog Sites – 2022 Review. Available at: Best blogging platforms (Accessed: 2 March 2022). 

Luca, J. and McLoughlin, C. (2005) ‘Can blogs promote fair and equitable teamwork?’, ECU Publications [Preprint]. Available at: Can blogs promote fair and equitable teamwork (Accessed: 2 March 2022). 

Morris, N. (2018) ‘Blogging and innovative assessment practice at Edinburgh’, Teaching Matters blog, 3 April. Available at: Blogging and innovative assessment practice at Edinburgh. 

Benefits of using video 

Video can be used in assessment in a number of ways:  

• It can be used as a platform for students to generate and document their work (Hawley and Allen,2018). 
• It is a media practice very familiar to students as video is often produced and shared by social media users. 
• The production of video work has become more accessible in recent times as it can be very effectively produced using mobile phones. 
• It can enhance presentation skills and can be used to help review the effectiveness of oral presentation skills (Tailab and Marsh (2019). 
• The video essay can complement or substitute the traditional essay (Álvarez López and Martin, 2019; Redmond and Tai, J., 2019).
• It facilitates transferable skills and supports learning styles that favour visual approaches. 
• Video work, especially when shared online, can facilitate and support more engaging feedback practices, including online peer-to-peer feedback (Day et al, 2022; Murphy and Barry, 2016). 

Challenges of using video 

• Students might need support in understanding what type of video content and format is suitable for the assignment. 
• Students should have opportunities to experiment with the tool before the final submission of work. 
• Students should be supported in clearly understanding the marking criteria, also in terms of the relationship between the reflection/content and the technical aspects of the video/audio work. 
• Students should be introduced to key issues in copyright, privacy and safety regarding video production. 
• Students should be provided with a platform for uploading and sharing videos that is safe and/or private. 

Video production tools 

• High-quality video content can be produced with mobile phones. 
• Phone apps also include video and sound editing tools. 
• Free/open-source computer applications for video and audio editing tools include:  
• Video editing software: Shotcut, OpenShot.
• Audio editing software: Audacity
• Student video-based assessments can be submitted via Panopto/Weblearn as mp4 files. 

References and resources - Video 

Álvarez López, C. and Martin, A. (2019) ‘Bridging the Theory/Practice Divide through Audiovisual Essays’, JCMS Teaching Dossier, Vol. 5 Not Another Brick in the Wall: The Audiovisual Essay and Radical Pedagogy(3).

Hawley, R. and Allen, C. (2018) ‘Student-generated video creation for assessment: can it transform assessment within Higher Education?’, International Journal for Transformative Research, 5, pp. 1–11.

McLaughlan, P. (no date) LibGuides: How to do a Video Essay: The Video Essay Process.

Murphy, K. and Barry, S. (2016) ‘Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations’, Assessment & Evaluation in Higher Education, 41(2), pp. 213–227.

Z. Day, I., Saab, N. and Admiraal, W. (2022) ‘Online peer feedback on video presentations: type of feedback and improvement of presentation skills’, Assessment & Evaluation in Higher Education, 47(2), pp. 183–197.

Redmond, S. and Tai, J. (2019) ‘Authenticating Assessment through the Video Essay–A Pilot Case Study’, TEACHING MEDIA - JCMS Teaching Dossier, Vol. 5 Not Another Brick in the Wall: The Audiovisual Essay and Radical Pedagogy(3).

Tailab, M.M.K. and Marsh, N.Y. (2019) ‘Use of Self-Assessment of Video Recording to Raise Students’ Awareness of Development of Their Oral Presentation Skills’, Higher Education Studies, 10(1), p. 16.

University of Derby resource for creating video.

Benefits of using social media 

• Social media platforms can increase engagement and participation and are familiar tools for most students (Dragseth, 2020). 
• Using social media - especially professional platforms such as LinkedIn - for formative or summative assessment can develop transferable skills as social media is used in many professional settings. 
• The use of social media for assessment can be one of the components of a wider portfolio submission. 
• Creating social media private groups for dedicated cohorts can enhance the sense of identity and belonging and support cooperation with the group. 

Challenges of using social media 

• Students should be provided with a social media platform that is safe and/or confined to the class cohort.  
• Students should be supported in clearly understanding the marking criteria, also in terms of the relationship between the content and the other media aspects of the social media work they are expected to produce. 
• Students should be introduced to key issues in copyright, privacy and safety regarding social media. 
• Students should be supported in clearly understanding the implications of sharing and resharing content. 
• Staff and students should be aware of the Weblearn Social media policy. 

Social Media Tools 

• The choice of social media platform is a key component of the assessment process. 
• While Facebook and Twitter seem to be widely used in education, other social media platforms like LinkedIn, Instagram, Pinterest, Snapchat and WhatsApp are becoming part of the available social media toolkit (Manca, 2020). 

References and resources - Social Media 

London Met Weblearn Social media policy  

Demir, M. (2018) ‘Using online peer assessment in an Instructional Technology and Material Design course through social media’, Higher Education, 75(3), pp. 399–414.

Dragseth, M.R. (2020) ‘Building Student Engagement Through Social Media’, Journal of Political Science Education, 16(2), pp. 243–256. 

Manca, S. (2020) 'Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook’, The Internet and Higher Education, 44, p. 100707. 

Stathopoulou, A., Siamagka, N.-T. and Christodoulides, G. (2019) ‘A multi-stakeholder view of social media as a supporting tool in higher education: An educator–student perspective’, European Management Journal, 37(4), pp. 421–431.

Benefits 

• Group work is a very important component of a course assessment strategy. Using online tools can facilitate group work as students might find it more convenient and more productive to share work with other group members online 
• Online collaborative tools allow for easy and effective co-creation of documents, design work, presentations and data visualisation.  
• Collaborative tools also enhance employability skills as online collaboration is becoming the norm in several professional settings. 

Challenges 

• Students should be provided with a collaborative platform that is safe and/or confined to the class cohort.  
• Students should be supported in clearly understanding the marking criteria, also in terms of the relationship between the content and the other media aspects of the work they are expected to produce. 
• When used for summative assessment, there should be a way of archiving and saving the work produced by students at a particular point in time. 

Tools 

Online collaborative tools include online whiteboards, shared online spaces for collaborative drawing and design as well as collaborative writing. Padlet and Miro are online collaborative platforms to share images, messages and notices, mind mapping tools and visualisation of ideas. 

Google Drive offers online tools for online collaborative writing, sharing of data sets, collaborative work on forms and presentations, and other types of file formats. However, the official University platform is Microsoft 365 which has equivalent tools.

Microsoft Teams embeds collaborative spaces and a platform to share files. 

References and Resources - Online collaborative tools 

Chen, Y.-M. (2021) ‘Understanding foreign language learners’ perceptions of teachers’ practice with educational technology with specific reference to Kahoot! and Padlet: A case from China’, Education and Information Technologies.

Mehta, K.J., Miletich, I. and Detyna, M. (2021) ‘Content-specific differences in Padlet perception for collaborative learning amongst undergraduate students’, Research in Learning Technology.

Ng, O.-L. et al. (2019) ‘Active Learning in Undergraduate Mathematics Tutorials Via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online Whiteboards’, The Asia-Pacific Education Researcher.

‘Rojanarata - 2020 - How Online Whiteboard Promotes Students’.

Rojanarata, T. (2020) ‘How Online Whiteboard Promotes Students’ Collaborative Skills in Laboratory Learning’, in Proceedings of the 2020 8th International Conference on Information and Education Technology. ICIET 2020: 2020 8th International Conference on Information and Education Technology, Okayama Japan: ACM, pp. 68–72.

Sætra, H.S. (2021) ‘Using Padlet to Enable Online Collaborative Mediation and Scaffolding in a Statistics Course’, Education Sciences, 11(5), p. 219. 

Benefits: 

• Allows students to see practicals they will encounter in the Lab or in professional settings. 
• Simulations give students virtual access to equipment they may not have otherwise access to. 
• Allows them to reflect on some of the challenges of being a scientist 
• Smart sheets allow students to check what they have learnt and give them an idea what skills, knowledge and techniques they need to develop.  
• Providers can help staff develop bespoke tools and sheets for use with students on specific modules 
• In healthcare education: 
• Virtual simulations are useful for assessing communication and clinical skills, including history taking and forming diagnoses. They provide a controlled environment to assess skills supporting reliable and bias free assessments more so than in a clinical setting which is harder to control and subject to many confounding factors. 
• Is more robust when used in a combination of scenarios and different assessment tools. 
• It is a more cost-effective method of assessment than traditional clinical placement models which are based on the ratio of 1 assessor to 1 student. It allows groups of students to be assessed at the same time and is less reliant on supervisor time. 
• Using group ‘debrief models’ on simulated learning experiences as part of assessment  to provide opportunities for greater reflection and collaboration. This allows the assessment and feedback processes to support learning in a positive manner, more so than the traditional models of 1 supervisor to 1 student assessment and feedback models. 

Challenges 

• Cost is a major factor as many providers charge more than £10K for access to digital lab simulations. 
• If headsets are required this adds additional cost and may involve challenges for students who have specific disabilities. 
• Smart worksheets can cost £500+ each. 
• It is very difficult to simulate assessments which take into account the requirement to reflect in action, process information in the moment and react to this, changing care plans in the moment, based on the information given. Within healthcare education it is better suited to the early stages of training where this requirement is less of a priority. 

Tools  

Virtual labs - Virtual lab simulations allow students to complete laboratory experiments online and explore abstract concepts and complex theories without stepping into a physical science lab. Labster simulations visualise science at a molecular level, offering open access to students. They can then apply their scientific knowledge and use advanced lab equipment to solve real-world challenges, such as DNA and gene sequencing, chemical reactions and cancer treatment responses. The gamified 3D learning virtual environment may be a laboratory, a forest or the desert plains of our imaginary exoplanet — Astakos IV, and is combined with engaging storytelling and a scoring system. Labster provides STEM curriculum-aligned virtual laboratory simulations within biology, biochemistry, genetics, biotechnology, chemistry, physics and more. 

Virtual reality and immersive software: Virtual simulation is “the recreation of reality depicted on a computer screen.” Immersive simulation is “the use of computer technology to create an interactive three-dimensional world in which the objects have a sense of spatial presence.” (Healthcare Simulation Dictionary).  

Oxford Medical Simulation provides virtual reality for clinical simulation, allowing students to experience healthcare on a computer screen. It is linked with relevant clinical guidelines and provides a yes/no assessment for students, identifying key skills. The assessment identifies skills and knowledge. The avatars are diverse, speak in a range of accents which are realistic without stereotyping regional vocabulary. There are a range of settings and the option to build case scenarios and skills assessed is also available. 

VR patient communication - PCS sparks provides virtual reality without assessment. It provides a useful platform but not as sophisticated as OMS. 

Virti are a range of virtual reality further than healthcare. Their platforms explore surgical techniques and seem most appropriate for medical education. However the software is available to create the scenarios. There are fewer ‘of the shelf’ cases. 

LearnSci Smart Worksheets 80+ ready-made assessment activities that develop students’ skills in data analysis, graphing and maths.Covering bioscience, chemistry, organic chemistry, lab skills and fundamental principles. Smart Worksheets offer an advanced online assessment solution.  

References 

Eppich and Cheng (2015) ‘Promoting Excellence and Reflective Learning in Simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing’. Simul Healthc ;10(2):106-15. 

Moizer, J. et al. (2009) ‘Simulations and games: Overcoming the barriers to their use in higher education’, Active Learning in Higher Education, 10(3), pp. 207–224. doi:Journals sage pub.

Price, A., Wieman, C. and Perkins, K. (2019) ‘Teaching With Simulations: Teachers use simulations for student motivation, content learning, and engagement in science practices’, The Science Teacher, 86(7), pp. 46–52. Available at: The Science Teacher (Accessed: 7 March 2022). 

Vlachopoulos, D. and Makri, A. (2017) ‘The effect of games and simulations on higher education: a systematic literature review’, International Journal of Educational Technology in Higher Education, 14(1), p. 22. doi: Educational technology journal.

Ryall, Judd and Gordon (2016) ‘Simulation-based assessments in health professional education: a systematic review.’ J Multidiscip Healthc. 2016; 9: 69–82.

Padilha, Machado, Ribeiro, Ramos, and Costa,(2019) ‘Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial.’ J Med Internet Res. 2019 Mar; 21(3): e11529. Published online 2019 Mar 18. doi: Journal of Medical Internet Research. 

Digital Games -  a game is a defined playful system in which players engage in activities defined by rules that result in a quantifiable outcome  (Salen and Zimmerman, 2004, p. 80).  

Gamification has a broader approach than fully fledged games, using some elements of the playfulness and of the motivational mechanics of games (badges, achievements, reward systems). Deterding et al. provide one of the more widely used definitions of gamification: “Gamification is the application of game-design elements and game principles in non-game contexts” (Deterding et al., 2011).  

Benefits 

• Games and gamification can be used in education to create a motivational environment using reward mechanisms that engage users and add fun and interaction to the learning experience (Kapp, 2012; Buckley and Doyle, 2016; Costello, 2020).  
• Games are a format very familiar to the new generation of students and are widely used for edutainment, formal education and professional development (Prensky, 2001).
• Games can simulate complex scenarios and guide students through challenges while helping them progress through increasing levels of complexity. 
• Games and gamification formats offer immediate feedback and opportunities to learn from failure, as well as success. 
• Games can be particularly effective for formative assessment. 
• Develop employability skills as game-based assessment is increasingly being used when assessing candidates for employment opportunities (Graduates First, 2022). 

Challenges 

• Identifying or developing appropriate games that support learning and assessment for higher education. 
• Identifying suitable platforms to host the gamification exercises and /or educational games. 
• Supporting students in understanding the format and requirements. 
• Supporting teachers and external examiners in Integration of games with the overall learning and teaching and assessment strategy. 
• Potential accessibility issues. 

Tools 

• Gamification - All major Virtual Learning Environments (VLE) have some gamification tools in the form of badges and awards. 
• Blackboard Achievements.
• Moodle badges.

Games  

• The Games for Change initiative lists examples of games used to disseminate information, raise awareness on a variety of issues and educate. 
• eAdventure is a research project aiming to facilitate the integration of educational games and game-like simulations in educational processes in general and Virtual Learning Environments (VLE) in particular. 
• Re-Mission, Hopelab’s founding project, came to life when co-founder Pam Omidyar was inspired to create a video game that might help young cancer patients with treatment compliance. 
• United Nations games - The UN has been active in the video and mobile gaming space for several years. Learn how to prevent disasters, contribute to ending hunger, take climate action, and more. Here’s our shortlist of video games produced by, or in partnership with, the United Nations. 

References and resources - Games and gamification 

Akyar, Ö.Y. and Demirhan, G. (2022) ‘Assessment of negotiation styles in higher education through a game-based assessment tool’, Education and Information Technologies.

Costello, R. (2020) Gamification Strategies for Retention, Motivation, and Engagement in Higher Education: Emerging Research and Opportunities. Hershey, PA: Information Science Reference. 

Deterding, S. et al. (2011) ‘From Game Design Elements to Gamefulness: Defining Gamification’, in. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011, pp. 9–15.

Graduates First (2022) Game-based and Gamified Candidate Assessments. Full 2022 Guide., Graduates First. 

Ifenthaler, D., Eseryel, D. and Ge, X. (2012) Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives. 2012 edition. New York: Springer. 

James, A. and Nerantzi, C. (eds) (2019) The power of play in higher education: creativity in tertiary learning. Cham: Palgrave Macmillan. 

Klock, A.C.T. et al. (2020) ‘Tailored gamification: A review of the literature’, International Journal of Human-Computer Studies, 144, p. 102495.

Marczewski, A. (2013) Game Thinking - Differences Between Gamification & Games. 

Marfisi-Schottman, I. (2019) ‘Games in Higher Education’, in Springer (ed.) Encyclopaedia of Education and Information Technologies, pp. 1–9.

Oliver, E. (2017) ‘Gamification as transformative assessment in higher education’, HTS Teologiese Studies / Theological Studies, 73.

Prensky, M. (2001) Digital game-based learning. New York ; London: McGraw-Hill. 

TeachThought (2012) 18 Ways Universities Are Using Video Games To Learn, TeachThought.  

Benefits 

• Support blended, flexible and distance learning. 
• Efficiency in exam design - using approved bank of questions, exam papers can be created more efficiently and automatic and randomised papers can be implemented quickly. 
• Marking and moderation is streamlined. Marking can be automated. 
• Benefits for students: online exams can produce immediate results and feedback, convenient and efficient. 

Challenges 

• Choosing a suitable e-exam platform. 
• Support staff in using e-exam technologies and producing exam paper banks 
• Support students in understanding the e-exam platform and format. 
• Proctoring and academic integrity issues (Gomes, 2022). 

Tools  

• All major Virtual Learning Environments (VLE) provide tools that can be sued for e-exams. 
• Blackboard tests.
• Moodle e-examinations.
• Das, J. (2021) ‘15 Best Online Exam and Assessment Proctoring Software to Look Up’, SoftwareSuggest Blog.

References and resources - Online exams 

Amrane-Cooper, L. (2020) Rising to the challenge to deliver 110,000 exams online, Jisc. 

Butler-Henderson, K. and Crawford, J. (2020) ‘A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity, Computers & Education, 159, p. 104

Cormack, A. (2020) Technology can reduce exam stress - for both candidate and invigilator, Jisc. 

Das, J. (2021) ‘15 Best Online Exam and Assessment Proctoring Software to Look Up’, SoftwareSuggest Blog.

Ferrell, G., Smith, R. and Knight, S. (2020) Designing learning and assessment in a digital age. JISC. 

Frankl, G. and Schratt-Bitter, S. (2012) ‘Online Exams: Practical Implications and Future Directions’.

Gomes, O. (2022) A Definitive Guide to Online Exam Proctoring for Universities and Certification Providers, The e-Assessment Association.

Khan, M.A. et al. (2021) ‘Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia’, International Journal of Environmental Research and Public Health.

Ranger, J., Schmidt, N. and Wolgast, A. (2020) ‘The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators’, Frontiers in Psychology. 

Shraim, K. (2019) ‘Online Examination Practices in Higher Education Institutions: Learners’ Perspectives’, Turkish Online Journal of Distance Education, 20, pp. 185–196.

University of Southampton, UK et al. (2018) ‘Advantages and Challenges of Using e-Assessment’, International Journal of Information and Education Technology, 8(1), pp. 34–37.

Frankl, G. and Schratt-Bitter, S. (2012) ‘Online Exams: Practical Implications and Future Directions’.

Gomes, O. (2022) A Definitive Guide to Online Exam Proctoring for Universities and Certification Providers, The e-Assessment Association.

Khan, M.A. et al. (2021) ‘Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia’, International Journal of Environmental Research and Public Health, 18(12), p. 6534.

Ranger, J., Schmidt, N. and Wolgast, A. (2020) ‘The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators’, Frontiers in Psychology.

Shraim, K. (2019) ‘Online Examination Practices in Higher Education Institutions: Learners’ Perspectives’, Turkish Online Journal of Distance Education, 20, pp. 185–196. 

University of Southampton, UK et al. (2018) ‘Advantages and Challenges of Using e-Assessment’, International Journal of Information and Education Technology, 8(1), pp. 34–37.