COMPARISON OF ON-SITE TESTING WITH ONLINE TESTING DURING THE COVID-19 PANDEMIC

Authors

DOI:

https://doi.org/10.20535/2410-8286.229264

Abstract

In the paper, we deal with the comparison of the evaluation of students' language skills in two environments, on-site and online. Testing took place through the moodle platform, where we used e-test, during the first and second waves of the pandemic. The main aim of the research was to find out what impact the environment in which the testing takes place has on the test results, i.e. in which environment students achieved better results. Printed tests were used for on-site testing. The on-site testing took place in the academic years 2018/2019 (summer term) and 2019/2020 (winter term). The online testing took place in the academic years 2019/2020 (summer term) and 2020/2021 (winter term). We compared the results of the testing, which took place in person at the university, with the results that the students achieved during the online testing. In the research of testing, we used the method of quantitative analysis and descriptive statistics, which allow us to better understand the correlation between the results obtained in on-site and online testing. Based on the data analysis, we confirmed the alternative hypothesis H1: Students who took part in on-site testing achieve better results than students who took part in online testing. Testing results show that students achieve better results in on-site testing than in online testing.

 

References

Amer, A. & Abu Jaber, S. (2012). Moodle-Based Preparation for English Meitsav Standardized Tests in Arab Elementary and Junior High Schools in Israel. In L. G. Chova, I. C. Torres & A. L. Martinez (Ed.), 4th International Conference on Education and New Learning Technologies (pp. 5383-5383). Barcelona: IATED.

Anziani, H., Durham, J. & Moore, U. (2008). The relationship between formative and summative assessment of undergraduates in oral surgery. European Journal of Dental Education, 12(4), 233-238. https://doi.org/10.1111/j.1600-0579.2008.00524.x

Azarova, L., Pustovit, T., Radomska, L. & Horchinska, L. (2020). Use of Information Technologies in Studying Phraseology in the Course of Ukrainian as a Foreign Language. Advanced Education, 16, 39-48. https://doi.org/10.20535/2410-8286.206786

Balula, A.. & Moreira, A. (2014) Evaluation of Online Higher Education; Springer International Publishing: Berlin, Germany. https://doi.org/10.1007/978-3-319-05425-4

Basetty, M., Dayananda, P., Niranjanamurthy, M., Pardeep, K. & Munish, S. (2020). Outcome-based Education for Computer Science in E-learning through Moodle-Palarch’s. Journal Of Archaeology Of Egypt/Egyptology, 17(9), 8740-8752. Retrieved January 12, 2021, from https://www.archives.palarch.nl/index.php/jae/article/view/5842/5721

Butašová, A. & Lalinská, M. (2014). Tvorba a hodnotenie testov pre meranie úrovne B1 a B2 podľa spoločného európskeho referenčného rámca pre jazyky. Moderné vzdelávanie pre vedomostnú spoločnosť. Bratislava: ŠPÚ.

Frehywot, S., et al (2013). E-learning in medical education in resource-constrained low-and middle-income countries. Human Resources for Health, 11(4), 1-15. https://doi.org/10.1186/1478-4491-11-4

Gayoso, I. A. (2016). Pedagogical Challenges in Online Teaching Language. Lingua et Vita, 10, 133-144. Retrieved January 12, 2021, from https://linguaetvita.sk/www_write/files/issues/2016/10/d_14_133az144_dmj_gayoso_14_letv_102016.pdf.

Gonçalves, S., Sousa, M. J. & Pereira, F. S. (2020). Distance Learning Perceptions from Higher Education Students—The Case of Portugal. Education Sciences, 10(12), 1-15, https://doi.org/10.3390/educsci10120374

Gradišek, P. & Polak, A. (2021). Insights into learning and examination experience of higher education students during the Covid-19 pandemic. Journal of Contemporary Educational Studies, 72(138), Special Issue, 286-307. Retrieved January 12, 2021, https://www.sodobna-pedagogika.net/en/archive/load-article/?id=1826

Hijril, I., Aceng, R. & Emzir, E. (2020). The Effect of Moodle E-Learning Material on EFL Reading Comprehension. International Journal of Multicultural and Multireligious Understanding, 7(10), 120-129. http://dx.doi.org/10.18415/ijmmu.v7i10.2069.

Hrdličková, Z. (2018). Improving Reading Skills Using On-Line Newspapers and Magazines. Lingua et Vita, 14, 75-84, Retrieved January 12, 2021, from https://linguaetvita.sk/www_write/files/issues/2018/14/d_09_75az84_dmj_hrdlickova_142018.pdf.

Jennifer, G. A., Lipin, R. (2020). Students’ Reflections on Pandemic Impacted Chemistry Learning. Journal of Chemical Education, 97(9), 3327-3331. doi: 10.1021/acs.jchemed.0c00613.

Kearney S. (2013). Improving engagement: the use of ‘authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875-891. https://doi.org/10.1080/02602938.2012.751963

Khalaf, K., El-Kishawi, M., Moufti, M. A. & Al Kawas, S. (2020). Introducing a comprehensive high-stake online exam to final-year dental students during the COVID-19 pandemic and evaluation of its effectiveness. Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2020.1826861

Klimova, B. & Zamborova, K. (2020). Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition A Review Study. Education Sciences, 10(12). https://doi.org/10.3390/educsci10120391.

Lemay, D. J., Doleck, T. & Bazelais, P. (2021). Transition to online teaching during the COVID-19 pandemic. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1871633.

Maican, M.-A. & Cocorada, E. (2021). Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic. Sustainability, 13, 781. https://doi.org/10.3390/su13020781

Morozova, A. L., Byzina, Y. N., Trostina, K. V. & Godina, D. K. (2020). Information Technologies in Foreign Language Education. European Journal of Contemporary Education, 9(4), 827-838. DOI: 10.13187/ejced.2020.4.827.

Önöral Ö. & Kurtulmus-Yilmaz, S. (2020). Influence of Covid-19 Pandemic on Dental Education in Cyprus: Preclinical and Clinical Implications with E-Learning Strategies. Advanced Education, 16, 69-77. https://doi.org/10.20535/2410-8286.212792

Poláková, P. & Klímová, B. (2021). The Perception of Slovak Students on Distance OnlineLearning in the Time of Coronavirus—A Preliminary Study. Education Sciences, 11(2), 1-7. https://doi.org/10.3390/educsci11020081

P'yanzina, E. P. (2013). Kompetentnost' prepodavatelya distantsionnogo obucheniya kak osnova kachestva sistemy distantsionnogo obucheniya [The competence of a distance learning teacher as the basis for the quality of a distance learning system]. In: L. A. Zaks (Ed.), Rossiya v mire XXI veka: mezhdu nasiliem i dialogom: sb. nauchn. tr. (pp. 144-146). Ekaterinburg.

Ruggeri, K., Farrington, C. & Brayne, C. (2013). A global model for effective use and evaluation of e-learning in health. Telemedicine and E-Health, 19(4), 312-321. https://doi.org/10.1089/tmj.2012.0175

Saienko, N., Lavrysh, Y. & Lukianenko, V. (2020). The impact of educational technologies on university teachers' self-efficacy. International Journal of Learning, Teaching and Educational Research, 19(6), 323-336. https://doi.org/10.26803/ijlter.19.6.19

Schiffman, S., Vignare, K., & Geith, C. (2019). Why do Higher-Education Institutions Pursue Online Education? Online Learning, 11. https://doi.org/10.24059/olj.v11i2.1727

Sivakumar, R. (2019). Google Forms in Education. Journal of Contemporary Educational Research and Innovations, 9(1), 35-39. Retrieved 16 January 2021 from http://www.jceri.com/abstract2.php

Sokolova, A. & Ševečková, M. (2019). Electronic Textoooks: New Challenges. Lingua et Vita, 15, 85-95. Retrieved 16 January 2021 from https://linguaetvita.sk/www_write/files/issues/2019/15/d_08_85az95_dmj_seveckova_152019.pdf.

Trishchuk, O. Figol, N., Faichuk, T. & Fiialka, S. (2020). Students’ and Teachers’ Perceptions of Using Electronic Textbooks in Educational Process. Advanced Education, 15, 116-123. https://doi.org/10.20535/2410-8286.208318

Triviño-Cabrera, L., Chaves-Guerrero, E. I. & Alejo-Lozano, L. (2021). The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19. Sustainability, 13(3). https://doi.org/10.3390/su13031128.

Van Niekerk, J. (2015). National Report on Education and Technology: South Africa. Retrieved 16 January 2021 from http://ifip-education.ning.com/page/national-reports-on-education-and-technology.

Verheyen, S. (2020). Návrh uznesenia predložený na základe otázok na ústne zodpovedanie O-000052/2020 a O-000053/2020 v súlade s článkom 136 ods. 5 rokovacieho poriadku o budúcnosti európskeho vzdelávania v kontexte pandémie COVID-19 (2020/2760(RSP)). Retrieved 16 January 2021 from https://www.europarl.europa.eu/doceo/document/B-9-2020-0338_SK.html.

Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715-728. https://doi.org/10.1007/s10639-015-9412-6

Zubro, T. (2018) Actual Trends in Education in the European Union. In M. Pialucha & O. Nestorenko (Eds.), Modern Management: Logistics and Education : Monograph (pp. 91-106). Opole: Wyższa szkoła zarządzania i administracji w Opolu.

Downloads

Published

2021-06-22

How to Cite

Stradiotová, E., Nemethova, I. ., Stefancik, R. ., & Stefancik, R. . (2021). COMPARISON OF ON-SITE TESTING WITH ONLINE TESTING DURING THE COVID-19 PANDEMIC. Advanced Education, (17), 73–83. https://doi.org/10.20535/2410-8286.229264

Issue

Section

ARTICLES