Developing an Online Educational Measurement and Evaluation System with a Focus on Authentic Assessment

Suchart Homjan, Wanida Homjan

Abstract


This research aimed to investigate and develop an online system for educational measurement and evaluation with a focus on authentic assessment. The research process consisted of four main stages: (1) analyzing the current state and carrying out qualitative interviews on authentic assessment, (2) developing an online measurement and evaluation program and assessing its quality, (3) implementing the program in real-world situations, and (4) evaluating its effectiveness. The research findings indicate that most teachers predominantly rely on standardized testing as the primary tool for assessing student performance, and the scoring of student work lacks well-defined assessment criteria. The developed program is designed for use by administrators, students, and teachers and is compatible with Windows XP and Windows 10 operating systems. The evaluation of the program’s effectiveness validates its applicability in terms of usability, practicality of implementation, alignment with the educational context, and accuracy of assessment results. Additionally, teachers using the program expressed satisfaction with its data processing capabilities, indicating its practical applicability in teaching and learning environments.


Keywords


Online educational measurement, authentic assessment, evaluation system, educational technology

Full Text:

PDF

References


Anderson, T., & Dron, J. (2023). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 24(2), 1–18.

Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.

Brown, M., & Green, T. (2024). Evaluating the effectiveness of educational technology: Challenges and opportunities. Journal of Research on Technology in Education, 56(2), 210–228.

Chen, H., & Huang, Y. (2023). Flexibility in educational technology: A key to successful implementation. Educational Technology Research and Development, 71(3), 1165–1184.

Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729–732.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

Fullan, M., & Quinn, J. (2024). Coherence: The right drivers in action for schools, districts, and systems. Corwin Press.

García-Peñalvo, F. J., & Corell, A. (2024). Hybrid teaching and learning: Toward a new educational paradigm. Journal of New Approaches in Educational Research, 13(1), 1–15.

Hwang, G. J., Lai, C. L., & Wang, S. Y. (2014). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 1(4), 449–473.

Johnson, R., & Brown, S. (2023). Authentic assessment in online learning environments. Educational Assessment, Evaluation and Accountability, 35(2), 145–162.

Karunanayaka, S. P., & Naidu, S. (2021). Impacts of COVID-19 on education systems and the future of learning. Journal of Learning for Development, 8(1), 1–7.

Kim, S., Lee, J., & Park, H. (2023). Teacher preparation for technology integration in education. Teaching and Teacher Education, 120, 103890.

Lee, J. (2021). Principles of effective online learning system design. International Journal of Educational Technology in Higher Education, 18(1), 1–20.

Liu, M., & Cheng, J. (2022). The impact of online assessment on student learning outcomes. Computers in Human Behavior, 127, 107083.

Mazur, E. (2015). Assessment: The silent killer of learning. Proceedings of the 2015 Stearns Center for Teaching and Learning Innovations in Teaching & Learning Conference (pp. 1–5).

McDonald, K. (2020). The shift to online learning during COVID-19: Implications for student achievement and college admissions. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(6), 296–300.

Mian, A., & Khan, S. (2020). Medical education during pandemics: A UK perspective. BMC Medicine, 18(1), 100.

Mishra, P., & Koehler, M. J. (2023). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 125(3), 1017–1054.

Mulyani, H. (2020). Online learning during the COVID-19 pandemic: Advantages, challenges and solutions. English Language Teaching and Research, 4(2), 34–40.

Office of the Basic Education Commission. (2021). Guidelines for teaching and learning management in schools under the Office of the Basic Education Commission during the COVID-19 pandemic. Office of the Basic Education Commission.

Park, Y., Kim, J., & Lee, H. (2025). Emerging trends in educational technology development. Educational Technology & Society, 28(1), 1–15.

Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International Journal of Medical Education, 7, 281–285.

Siemens, G. (2022). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

Smith, A., Johnson, B., & Davis, C. (2022). Rethinking assessment methods in education. Journal of Educational Technology, 45(3), 278–295.

Thompson, P. (2024). The future of digital assessment in education. British Journal of Educational Technology, 55(4), 789–805.

Wang, Y., Li, X., & Zhang, W. (2024). Quality criteria for educational software evaluation. Computers & Education, 165, 104330.

Wilson, K., & Moore, J. (2023). Sustainability of online educational systems: A long-term perspective. Online Learning Journal, 27(3), 231–249.

Zimmerman, B. J., & Schunk, D. H. (2021). Self-regulated learning and performance: An introduction and an overview. In J. A. Greene & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–14). Routledge.




DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.513

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2025 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.