Retrospective Views on Online Assessment: Mismatches between EFL Teachers and Students in Thailand
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Abstract
At the outset of the shift to online learning during the Covid-19 outbreak, Thai university teachers were faced with challenges they never experienced before, especially in an assessment part. Practices and approaches to online assessment among Thai EFL teachers varied significantly during this transition. Despite the continued use of online assessments after the pandemic, there remains limited empirical research on how EFL teachers and students in Thailand perceive online assessment and each other's practices. This gap includes how students view the assessment approaches of their teachers and how teachers interpret students' engagement with online assessments. Therefore, this mixed-method research study aims to examine the retrospective views of Thai EFL tertiary-level teachers and students on online assessment. Questionnaires were administered to 41 teachers, 11 course coordinators, and 320 students to explore their perspectives and experiences regarding online assessment. Additionally, semi-structured interviews were conducted with 50 purposely selected students to gain deeper insights. The study found that assessment methods remained consistent before and during online learning, with some modifications made to the scoring distribution. The findings also revealed mismatches in perspectives between teachers and students concerning online assessment. While teachers generally held unfavorable views, citing concerns about students' integrity, fairness, and reliability in this format, students had a more positive perception of online assessment. Insights from this study contribute to more effective planning and implementation of online assessment in order to enhance its alignment with the unique demands of tertiary education.
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