RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e14665
Remote assessment: case study from Ukrainian higher
education institutions
Inna Kocha1, Nataliia Baidiuk2, Nataliia Stepanova3, Yuliia Nenko4,
1 Kherson Academy of Continuing Education. Department of Theory and Methods of Preschool Education, Primary Education
and Speech Communication. Pokrysheva Str., 41, Kherson, Ukraine. 2 Bohdan Khmelnytsky National University of Cherkasy. 3
Bohdan Khmelnytsky National University of Cherkasy. 4 Cherkasy Institute of Fire Safety named after Chornobyl Heroes.
Author for correspondence: julia18016@ukr.net
ABSTRACT. This study narrates the implementation of remote
assessment during the COVID-19 pandemic education in Ukrainian
higher education institutions, based on exploring the reflections of 600
students and 150 educators. A wide range of student and faculty
members experiences from Ukrainian higher education institutions
were aggregated and analyzed. The data were collected through the
Google Forms survey. The research focuses on the challenges of
remote e-learning assessment during the COVID-19 crisis
encountered by Ukrainian educators and learners and the approaches
adopted to overcome them: learning designs, technological solutions,
evaluation systems, and academic integrity measures. The current
study also looks at the currently used platforms and applications that
can assist in enhancing academic integrity and reinforcing education
during pandemics and the various technological interventions to
teaching, learning, and assessing that have been introduced or
continued in higher education institutions around the world, and how
they may have helped reduce the likelihood of students committing
misconduct during the pandemic's emergency distance learning. The
major outcome implies that addressing the issues of online
assessment, cheating, and plagiarism on multiple levels is necessary,
including boosting student knowledge and ethics; overcoming the
resistance of the conservative part of the participants in the
educational process to educational innovations due to the relatively
low level of their mastery of modern educational technologies;
training teachers to detect cheating methods; and applying severe
sanctions on those who engage in such practices.
Keywords: E-learning, remote assessment, academic integrity,
technological intervention.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
2
Avaliação remota: estudo de caso em instituições do ensino
superior na Ucrânia
RESUMO. Este estudo cita a implementação da avaliação à distância
durante a educação pandêmica da COVID-19, com base nas reflexões
de 600 estudantes e 150 educadores. Os dados foram recolhidos
através do formulário do Google Forms. A investigação centra-se nos
desafios da avaliação remota do e-learning durante a crise da COVID-
19 enfrentada por educadores e estudantes ucranianos e nas
abordagens adotadas para ultrapassá-los: projetos de aprendizagem,
soluções tecnológicas, sistemas de avaliação e medidas de integridade
acadêmica. O estudo atual também analisa as plataformas e aplicações
atualmente em uso que podem ajudar a melhorar a integridade
acadêmica e reforçar a educação durante as pandemias e as várias
intervenções tecnológicas de ensino, aprendizagem e avaliação que
foram introduzidas ou continuadas em instituições de ensino superior
em todo o mundo, e como podem ter ajudado a reduzir a
probabilidade de mau comportamento dos estudantes durante o ensino
à distância de emergência na pandemia. O principal resultado aponta
que os problemas de avaliação e plágio têm de ser abordados a vários
níveis, incluindo o reforço dos conhecimentos e da ética dos
estudantes; a superação da resistência da parte conservadora dos
participantes no processo educativo às inovações educativas devido ao
nível relativamente baixo do seu domínio das tecnologias educativas
modernas; a formação de professores para detectar plágios; e a
aplicação de sanções severas àqueles que se dedicam a tais práticas.
Palavras-chave: E-learning, avaliação à distância, integridade
acadêmica, intervenção tecnológica.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
3
Evaluación a distancia: estudio de caso de instituciones de
educación superior de Ucrania
RESUMEN. Este estudio narra la implementación de la evaluación
remota durante la educación pandémica de COVID-19, basado en las
reflexiones de 600 estudiantes y 150 educadores. Los datos fueron
recolectados a través de la encuesta Google Forms. La investigación
se centra en los desafíos de la evaluación del aprendizaje electrónico a
distancia durante la crisis de la COVID-19 a los que se enfrentaron los
educadores y estudiantes ucranianos y los enfoques adoptados para
superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas
de evaluación y medidas de integridad académica. El estudio actual
también analiza las plataformas y aplicaciones utilizadas actualmente
que pueden ayudar a mejorar la integridad académica y reforzar la
educación durante las pandemias y las diversas intervenciones
tecnológicas para la enseñanza, el aprendizaje y la evaluación que se
han introducido o continuado en las instituciones de educación
superior de todo el mundo, y cómo pueden haber ayudado a reducir la
probabilidad de que los estudiantes cometan malas conductas durante
el aprendizaje a distancia de emergencia de la pandemia. El resultado
principal implica que es necesario abordar los problemas de la
evaluación en línea, las trampas y el plagio en múltiples niveles, lo
que incluye impulsar el conocimiento y la ética de los estudiantes;
superar la resistencia de la parte conservadora de los participantes en
el proceso educativo a las innovaciones educativas debido al nivel
relativamente bajo de su dominio de las tecnologías educativas
modernas; capacitar a las maestras para detectar métodos de engaño; y
aplicar severas sanciones a quienes incurran en tales prácticas.
Palabras clave: E-aprendizaje, evaluación remota, integridad
académica, intervención tecnológica.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
4
Introduction
The global educational community faced a challenge in 2020 due to the spread of the
coronary virus SARS-CoV-2. To counter the COVID-19 pandemic, educational institutions
all over the world have been temporarily closed. The pandemic posed a huge challenge to the
Ukrainian educational system as well. The academic year 2019/2020 was completed
remotely.
The epidemiological situation has forced everyone without exception to adapt to new
realities and master a special mode of education – emergency remote education. This practice
is completely different from planned distance education, online learning, or different
derivations (Bozkurt et al., 2020). The governments of most countries were not ready for such
a large-scale pandemic; their practical measures were formed situationally. The lockdown
forced the instructors and students overnight to put into practice fully remote learning and
teaching. Developments and improvements have been made to maintain the continuity and
quality of education.
The abrupt change of modality caused by the COVID-19 pandemic has complicated the
learning processes not only in Ukraine but also in the world and significantly intensified the
traditional problems for the local educational systems. Distance learning and new
requirements for the educational process have become a challenge for the domestic education
system. Until 2020, distance learning in Ukraine was not considered a mandatory, necessary
form of education. Unlike many educational institutions in the world, most Ukrainian
universities did not have experience of distance education; therefore, educators faced a
difficult period of adaptation. Researchers noted the difficulty of its implementation due to
insufficient resources and funding, imperfect teaching methods and techniques, lack of
affordable and user-friendly software.
The pandemic affected the usual lifestyles of students and exacerbated a number of
issues, including: lack of uninterrupted access to the Internet; risk of biased assessment;
insufficient self-organization; irregular communication with the instructors; lack of adequate
technological resources; lack of computer efficiency (Nenko et al., 2020).
The teaching staff experience difficulties, namely, lack of live teacher-student contact;
insufficient technical support of the educational process; poor information and
communication technologies; risk of academic dishonesty; risk of biased assessment of
students; shortage of well-designed online courses; use of e-courses of dubious quality due to
their emergency development; and impossibility of full-fledged discussion (Nenko et al.,
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
5
2021). A significant challenge for instructors has been to engage students in online activities,
assess student knowledge, and maintain academic integrity.
Therefore, the search for alternative solutions to support the learning design of the
courses and remote assessment has become the main priority in the field of education. This is
a new area for educational institutions, and it is gaining greater visibility with distance
learning.
The objectives of this research are as follows:
Explore the reflection results of Ukrainian students and educators on the remote
assessment during the pandemic learning.
Identify the challenges of remote e-learning assessment during the COVID-19 crisis
encountered by educators and learners and the approaches adopted to overcome them.
Understand the currently used platforms and applications that can assist in enhancing
academic integrity and reinforcing education during pandemics.
Methodology
Research Design
The research used a case study to describe a case in-depth in real-life comprehensively.
In this study, the reflections of Ukrainian university students and educators on remote
assessment during the COVID-19 pandemic were explored in-depth in Ukraine.
Researchers conducted this study during the two-month timeline of December 2021 and
January 2022, which is the traditional period of final evaluation in Ukrainian higher education
institutions. The researchers did not perform any interference. This work follows a descriptive
research methodology and aims at providing insights into and an understanding of the
problem under study. Four Ukrainian higher education institutions were the study population:
Cherkasy Institute of Fire Safety named after Chornobyl Heroes, Bohdan Khmelnytsky
National University of Cherkasy, Kherson Academy of Continuing Education and National
University of Civil Defence of Ukraine.
Data collection
The data was collected using a Google Forms questionnaire sent to the participants via
email, Viber, and Messenger. Simple random sampling is applied by asking students and
instructors from the four Ukrainian higher education institutions to complete an online
questionnaire. The latter has been developed by the researchers to elicit faculty members’ and
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
6
students’ attitudes towards assessment in E-learning and the educational and technical
challenges confronting them. The questionnaire was answered by 600 students and 150
instructors. Each respondent was assured of confidentiality and anonymity. All of the
participants were informed that participation in the study was voluntary and that their
responses would only be reported in aggregate. The questionnaire was sent during the
occurrence of the COVID-19 pandemic.
The data was analyzed through several steps: scoring the questionnaire, finding the
percentage, interpreting the data analysis, and stating the conclusion. For data analysis, the
researchers utilized the statistical software IBM SPSS version 20.
Research Sample
The target group in this paper was divided into two categories: students (600 people)
and instructors (150 people) affiliated with these four higher education institutions, as
illustrated in Table 1 and Table 2. These categories represent the main actors in the
educational process. The sample of survey participants is representative of each educational
institution.
Table 1 - The research population (students) based on gender.
HEI
Gender
N
Percentage
Total
Cherkasy Institute of Fire Safety named after
Chornobyl Heroes
Male
154
77%
200
Female
46
23%
Bohdan Khmelnytsky National University of
Cherkasy
Male
71
39.4%
180
Female
109
60.6%
Kherson Academy of Continuing Education
Male
22
27.5%
80
Female
58
72.5%
National University of Civil Defence of Ukraine
Male
93
66.4%
140
Female
47
33.6%
Source: Formed by authors.
Table 2 - The research population (educators) based on gender.
HEI
Gender
N
Percentage
Total
Cherkasy Institute of Fire Safety named after
Chornobyl Heroes
Male
32
76.2%
42
Female
10
23.8%
Bohdan Khmelnytsky National University of
Cherkasy
Male
13
26%
50
Female
37
74%
Kherson Academy of Continuing Education
Male
13
34.2%
38
Female
25
65.8%
National University of Civil Defence of Ukraine
Male
14
70%
20
Female
6
30%
Source: Formed by authors.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
7
Literature review
The COVID-19 pandemic forced higher education institutions to reimagine teaching,
learning delivery, assessment, and accreditation (Idwan et al., 2021). The instructors promptly
revised their course syllabus and made necessary adjustments to the course requirements and
policies to address the hardships students were facing due to the direct and side effects of the
pandemic. The adjustments included replacing exams with projects, rescheduling mid-term
exam times, submission methods for exams and quizzes, and providing alternatives to
situations in which students could not take online exams due to unstable internet connectivity
or other technical or non-technical issues (Karimi et al., 2021).
The transition from traditional face-to-face education to distance education was
significantly faster in countries with strong digital infrastructure (Al-Samiri, 2021). However,
countries that have insufficient infrastructure and low penetration of internet coverage,
appropriate content development and assessment, strategic direction and planning, did not
provide institutional support and training for the instructors, have been unable to fully benefit
from distance education with the emergence of the COVID-19 pandemic. For instance,
students in Turkey, due to a lack of or limited internet connectivity, benefit mostly from
written materials and course presentations in distance education. Virtual classroom
participation and video programs that allow students to engage with the teacher are often
neglected, as reported by Can (2020).
Teymori and Fardin (2020) prove that e-learning in institutions with little or non-
existent technical and administrative assistance means teachers are struggling with the
different obstacles throughout the delivery of their instructions on their own.
Course design & technological services
The outbreak of COVID-19 has shown that despite numerous research, pedagogies,
technological solutions, learning technologies, etc., we were not prepared to put into practice
fully remote learning and teaching (Daniel, 2020). Therefore, the teachers’ capacity to
innovate in designing and gathering materials, learning methods, and selecting the appropriate
applications in line with the material and procedures determines their success in conducting
online learning (Rahayu & Wirza, 2020). During the pandemic learning educational space has
become fully digital, including learning resources (Pappas & Giannakos, 2021). When
traditional classroom pedagogies are transformed to digital and the content provided on e-
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
8
learning platforms is not designed in a way that is suitable to the context, students are
constrained (AlAteeq et al., 2020). Okereke et al. (2020) established that e-learning platforms
limit the control of the instructors over their students who may log in but engage in other
activities that are unrelated to learning.
Technology has long supported education, from learning management systems to
proctoring and text-matching software to activity tools and gamification platforms (Meccawy
et al., 2021). Numerous learning systems (e.g., Canvas, Blackboard, Moodle, Google Class,
etc.) have been leveraged to “orchestrate course material, digital communication,
assignments, and project work” (Pappas & Giannakos, 2021). Technological services like
Word Clouds, Padlets, Kahoot, Flip Grids, etc. have been adopted to enhance the online
learning experience and facilitate the presentation of assignments to students (e.g. to publish
task requirements, the criteria to be used in assessment and the timings for submissions) and
to track and record student progress (e.g. automatic time logging of activities and assignment
submissions) (Meccawy et al., 2021).
A number of universities use the Blackboard App for teaching their online courses as it
allows for interactive discussions to take place, and can be used as a typical “chalkboard” that
one uses for on campus teaching.
For the quizzes, a real-time response system (i.e., Kahoot!) and regular learning
management systems (i.e., Canvas, BlackBoard) were employed (Pappas & Giannakos,
2021), where students could take them at any time, before or during the course, online or
offline, while informing the teacher about their understanding of fundamental concepts
through the formative assessment. Gamifying quizzes can lead to increased student
motivation, engagement, enjoyment, and concentration (Zainuddin et al., 2020, Pappas &
Giannakos, 2021). Positive effects are connected to the increased social interactions that are
nurtured by many technologies (e.g., Kahoot!) (Pappas & Giannakos, 2021).
When the “traditional” classroom pedagogies were transformed to digital, the typical
lecture became either a prerecorded video lecture or a live webinar. In any case, after the live
or pre-recorded video lecture, the students had a short period for interaction with the
instructor (e.g., 20 min) to discuss some of the concepts, clarify potential questions, or engage
in a digital learning activity (e.g., taking a quiz or solving an exercise) (Pappas & Giannakos,
2021). New tools such as Kaltura and Panopto allow teachers to produce, manage, publish,
and analyze learning videos professionally with minimal effort (Arnold, 2019). Such tools
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
9
allow users to create recordings from the computer in their classroom, upload and edit already
recorded videos (Pappas & Giannakos, 2021).
E-portfolios, project work, story books, and dossier assessment are also widely
employed in pandemic education (Khan et al., 2021; Pappas & Giannakos, 2021).
The literature review proves that researchers have not yet investigated or established
clear best practices for transitioning courses rapidly from face-to-face to a fully remote format
(Brophy et al., 2021). However, it is of vital importance that the technology chosen is simple,
easy to use and does not require constant downloading or even account creation (Khan et al.,
2021).
In the survey by Brophy et al. (2021) course design elements that facilitate easier
transitions to emergency remote teaching due to the COVID-19 outbreak have been
identified. They include clear instructions, flexibility, access to materials, having everything
needed for the class in the system, regular feedback and reminders from instructors, teacher
competence.
The scholars also suggest that while providing some asynchronous course options is
important to ensure access for students with limited internet and technology resources at
home and to provide synchronous learning opportunities to support students who benefit from
the structure and social support offered by course meetings (Brophy et al., 2021).
Some of the elements that were most strongly associated with a harder transition
included requiring more work online, changing assignments as a result of the transition, and
lack of clarity about how to find and submit assignments (Brophy et al., 2021).
However, the specific types of engagement in the course (discussion boards, online
lectures, learning modules, and collaborative assignments) had much lower effect sizes and
were less influential in determining whether the transition to remote teaching was smooth.
(Brophy et al., 2021).
Assessment design & techniques
Moving assessment from a physical classroom environment to an online one is
challenging (Meccawy et al., 2021). Instructors were having difficulty evaluating their
students in e-learning contexts due to inconsistencies between the learning and teaching
strategies; unethical practices by the students and restrictions in terms of the evaluation
methods that are available for instructors (Suryaman et al., 2020).
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
10
The assessment of the courses was typically done through exams, with some exceptions
(e.g., full project-based courses or portfolio assessment courses). This has also been partially
transformed during the pandemic, with certain advantages and disadvantages, such as
changing to online exams, shifting the grading protocols from point-based to pass/fail, or
adopting live proctoring techniques.
With assessments under the spotlight, the new challenge faced by educators was the
integrity of assessments, especially for students not physically proctored by invigilators
(Gamage et al., 2020). Doubts were raised about the assessment and evaluation techniques as
they should be revised to fit the online mode, as it is difficult to monitor to prevent cheating,
and the labs and practical courses are difficult to deliver and assess online (Sahu, 2020).
Despite the proper policies and measures (i.e., academic integrity), this transition has resulted
in making cheating easier, with both students and teachers perceiving cheating to be
significantly easier with e-exams and especially with the use of third devices (Chirumamilla
et al., 2020).
Academics who are accustomed to traditional paper-based procedures have been
compelled to embrace online tools and approaches. This was an issue by itself since most
academics were not adequately instructed to use online tools for evaluations and to minimize
the risk of academic dishonesty.
As reported by Al-Hunaiyyan, Alhajri and Al-Sharha (2018), Suryaman et al., (2020),
“the lack of appropriate technical and administrative tools will lead to a defect in the students’
evaluation”. This necessitates the need to find practical solutions that regulate the process of
evaluating student performance and prevent unethical behaviors such as cheating on tests and
scientific plagiarism (Alsahou et al., 2022).
In response to the pandemic in March 2020, different higher education organizations
within the United Kingdom introduced the so-called “no detriment policies”. Some simply
finalized the results based on the available gradings. This created student complaints of
discrepancies within grading, resulting in unfair advantages as well as disadvantages for some
students (Khan et al., 2021).
The Ministry of Education in Saudi Arabia decided that all testing was going to be
online and courses were to follow a more formative approach to assessment, with most grades
awarded as coursework, projects, and short quizzes (Meccawy et al., 2021).
The distance learning format encourages and facilitates the continuous evaluation
process, which changes the traditional paradigms of written tests. Many educators
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
11
transformed their assessments into non-invigilated types of assessments (Khan et al., 2021).
Some transformed assessments into multiple choice questions, short answer style structured
questions using online tools, whilst others incorporated vivas, online presentations etc. (Khan
et al., 2021). Since online and short-answer tests provide the opportunities for students to use
common search engines to find the answers, academics were forced to think about questions
that would require knowledge application (rather than knowledge reproduction) (Khan et al.,
2021). Some universities provide a 24-hour period for students to complete the tests, so
students have flexibility in taking the exam or test. This provides the potential for students to
share questions and answers, using GroupMe, Discord, or similar communication apps. This
compelled scholars to generate random questions from a pool of question banks.
Instructors at South African university implied Invigilator App as the proctoring
software to invigilate assessments and used test settings on Blackboard that randomize
answers and problems, forbid backtracking, limited duration, starting time frames, etc. They
also offered penalties for late submission, rephrase and re-word questions taken from
textbooks, refrain from using questions taken verbatim from publishers’ websites, and offer
different versions of the same task (Reddy et al., 2022).
One of the significant approaches adopted in universities is personalizing assessments
for individual students. Assessments that are engaging and personalized are less likely to be
plagiarized and often lead to a more authentic demonstration of students’ capabilities (Khan et
al., 2021). Therefore, it becomes necessary to utilize technology to foster active learning and
when designing assessment tasks.
Academic dishonesty
Academic dishonesty is present in traditional classrooms, but when assessment is
moved online, the problem becomes more complicated (Manteufel et al., 2020; Meccawy,
2021; Pappas & Giannakos, 2021). Online academic integrity is a major concern that
universities must address due to the increased potential for cheating since the instructors have
no control over students studying online. Scholastic dishonesty includes plagiarism, cheating
in exams, getting someone else to do the work, copying solution manuals for homework
assignments; using phones, text, and apps to share answers; using phones to take images of
exam questions, sending them to external tutoring services, and copying solutions received
from the external tutoring services.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
12
This is echoed by Meccawy, Meccawy and Alsobhi (2021) exploring student and
faculty perceptions of online assessment practices at King Abdulaziz University (Saudi
Arabia) during the COVID-19 pandemic. The study revealed that among the many challenges
faced by faculty, cheating was by far the most severe. Most educators felt that it was due to a
lack of proper invigilation, which caused grade inflation and did not reflect student
performance.
While some of the department faculty members have identified such cheating and have
penalized students who have copied solutions, a large cohort of instructors are not aware of
how to deal with plagiarized work in the sense of how to score it or prevent it from
happening.
When commenting on cheating, some faculty criticized the lack of security measures
due to cultural or bureaucratic issues that prevented them from using cameras in assessment,
especially to verify student identity. They also expressed the need for better plagiarism
detection tools (Meccawy et al., 2021). In addition, some faculty expressed the need for more
training on online assessment and cheating prevention measures, as well as flexibility
regarding grade changes. “[D]espite the availability of anti-cheating software and plagiarism
tools, not all instructors are adequately trained to apply them” (Al-Samiri, 2021, p. 152).
Educators wanted the power to award grades for attendance and virtual classroom
participation.
In response to the growing concerns related to academic integrity, many universities
decided to use Blackboard as a mechanism to deliver non-proctored exams. The exams
consisted of quantitative problems that were randomized. Before the exams, a special live
session was conducted to review the policies and procedures for taking the exams (Karimi et
al., 2021).
When comparing traditional and online assessments by means of Blackboard, most
educators report the convenience of online assessments’ autocorrection feature, although
many instructors feel online assessments are not suited to practical or sill-based subjects.
They also believed that online and traditional assessment differed in quality and method, with
46.4% preferring traditional assessment methods (Meccawy et al., 2021).
Several Portuguese higher education institutions have adopted proprietary and open-
source solutions such as ProctorExam, Exam.net, TestWe, and Respondus. These tools allow
integration with e-learning management platforms and offer several mechanisms to verify
student identity and environment. Furthermore, they offer other features such as suspicious
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
13
behavior recording and detection, screen blocking, keyboard shortcuts, screen sharing, and
360° smartphone vision. However, despite all these features, none of these solutions is perfect
and unequivocally prevents academic fraud (Almeida & Monteiro, 2021).
The University of Texas at San Antonio (USA) exploited WileyPlus assignments that
use randomized parameters in problem statements such that the correct numerical answers are
not the same for all students, and they can differ from the numerical answers presented in the
textbook solution manual. According to Karimi, Manteufel and Herbert (2021), the
advantages of these types of assignments are that the assignments are graded automatically,
students get immediate feedback on their solutions, and due to randomization, students have
to put extra effort into solving these problems instead of simply copying from a solution
manual. The instructor can set the system in such a way to allow students multiple attempts,
often with a minimal grade penalty for multiple attempts. This provides an additional
opportunity for students to learn the course material. The hand-written solutions are not
graded for correctness but are graded for originality, clarity, organization, and completeness
(Jones, 2008).
A student from the College of Basic Education (Kuwait) highlighted that the best way is
to use the video option to mentor students’ behavior during the test. Some students can easily
cheat on online tests because the college does not use “lock down browser programs”,
Alsahou, Abbas and Alfayly (2022) reported.
Faculty and administration should eliminate or reduce opportunities for students to
cheat by designing meaningful instruments and assignments and using robust techniques to
assess students’ knowledge rather than information recall, when appropriate (Meccawy et al.,
2021).
The issue of academic integrity and verification becomes even more important during
the examination or when the assessment is connected with the final grade of the student. The
strategies mentioned in the literature is a good starting point and can be combined (Pappas &
Giannakos, 2021).
Results and discussion
Overall online experience
As illustrated in Figure 1, most participants of the current study are III- and IV-year
students (more than 66%), and they do not have prior experience of remote education. 28.4%
are I-and II-year students, and they studied remotely at school during the COVID quarantine.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
14
Therefore, they did not feel much change. Other students (5%) participated in different short-
term online courses. Most students that were familiar with remote education specifics
indicated they spent some time solving organizational and technical issues (password
recovery, installation or repair of appropriate equipment, software at home, etc.).
Figure 1 - Students’ information according to the academic year.
Source: Formed by authors.
Figure 2 - Teaching experience.
Source: Formed by authors.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
15
More than 40% of teachers have significant pedagogical experience (over 15 years), as
illustrated in Figure 2. Nevertheless, 85% of them have never practiced online teaching before
to the outbreak of the pandemic. The vast majority of teachers have basic computer skills, and
none of the respondents had previously worked with Google Classroom, Moodle, Zoom, or
other software programs.
Most educators (80%) did not receive any prior training or technical support from their
institutions. 97% of teachers use their personal computers or laptops to teach online, since
they are not provided by their employers.
In general, the surveyed participants, both educators and students, indicate that the
abrupt shift to remote learning was perceived as stressful by many of them. While most
respondents have already successfully adapted to the on-line learning mode and do not have
any special signs of stress, psychological tension, or emotional burnout, some of them
experience psychological hardships while learning or teaching remotely (6.7% of students and
19.3% of instructors). 10% of students fail to comprehend certain subjects or dislike a
particular educator's teaching style.
As for the major difficulties in remote education, the students’ answers were divided
into groups:
- related to poor internet network (up to 41%); problems with the educational platform,
lack of or insufficient computer devices (25%); utter lack of technical support from the
educational institution (16.7%);
- inconsistent communication with teachers and lack of clear instructions (13%);
computer illiteracy of the teaching staff and poor quality of the on-learning materials (13.3%);
- increased time for preparation (26.7%); increased workload (25%); low motivation to
study (23.3%); psychological hardships (15%).
Only 2.5% of students did not feel any restrictions. Most students (65%) find studying
at a university more convenient than at home, claiming the lack of direct communication with
the teacher is the reason.
E-learning
The advent of personal computers, networks, and web browsers contributed to the
migration of education to the Internet. The most common tools and platforms used in distance
learning are Google Classroom, Zoom, Moodle, and Teams, although teachers are not limited
by the administration in their choice of additional platforms for online education, services,
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
16
and Internet resources. This set of programs is standard in Ukraine but is still not assessed by
students as very effective and without problems. Each of the learning management systems
performs well with the main task, namely video communication, but still not 100%.
The results of the survey show that the use of non-standardized, non-uniform
educational content complicates access to information and the perception of educational
material, as reported by 52% of the students. On the other hand, students demand
diversification of teaching methods and the use of different pedagogical applications (60.6%
of respondents). Students do not want to follow “a single style of teaching that is often based
on indoctrination” (Alsahou et al., 2022).
Most participants in the survey indicated that their course offerings were of a
continuous nature. 92% of the educators adhere to the dates and times of the discipline, with
certain agreements at another agreed time.
The instructors are using the online synchronous modality, where virtual lectures are
given at regularly scheduled class times and online assessment is scheduled within a 24-hour
window to take the exam, so students have flexibility.
When asked which format would be most effective for a fully online course, 18% of
participants indicated that they would prefer a fully asynchronous course with no set meeting
times. 27.2% would prefer a partially synchronous class in which students would do some
work on their own and would also meet with their entire class online during the normal class
time. The results of this study suggest that most students (54.8%) are open to taking online
courses in a fully synchronous mode to benefit from course meetings and virtual interactivity.
With regard to the equipment used by students, we can assume that most of them use
several gadgets. The majority use smartphones for studying (70%), laptops (50%), tablets
(9%), and desktop computers (18%).
Webcams were used by 88% of staff and by 65% of students, which made verifying of
student identities harder.
Assessment
An integral part of the educational process is the verification and control of academic
achievements. Ever since the onset of the COVID-19 pandemic, most staff at Ukrainian
universities (84%) have opted for the mixed mode of assessments, both continuous for the
whole year and an examination type of assessment. Most Ukrainian institutional assessment
policies and procedures have been reluctant to move away from traditional examination-type
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
17
assessments and practice oral interviews as the final assessment method, as reported by 81.7%
of students. 62.7% of instructors find assessment in a virtual learning environment
complicated, mainly due to the technical limitations of eye contact and incompliance with
principles of integrity by the students (the test can be performed by another person, there is a
possibility of write-off, etc.).
Apart from a summative examination at the end, most educators transformed their
regular assessments to non-invigilated types of assessments: written assignments (with their
subsequent sending to the teacher) (85%), projects and/or personalized assessments for the
individual students (50%). Providing large amounts of paper-based homework presents a time
and quality issue for the instructors. The time issue has to do with the instructor having
enough time to grade the assignments and return them to the students in a timely fashion. The
quality issue has to do with the level of detail that the instructor can go into when writing
comments on the students’ work (Cutshall et al., 2012). Therefore, web-based homework is a
good way to provide students with a way to receive immediate feedback.
Almost 32% of assessments implied multiple-choice questions or short-answer style
structured questions. Educators use testing on remote platforms (e.g. Moodle) and online
services (Master Test, LearningApps, Online Test Pad, ClassMarker, Classroom, Quizizz,
Kahoot! etc.) to ensure rapid, objective, valid and reliable evaluation.
On the other hand, experience and competence of the teacher within a certain discipline
does not necessarily mean that skillful creation of quality tests. A few instructors do not use
the web but rather assign paper and pencil homework, collect it for check-in only, and review
solutions in class. However, these methodologies cause severe challenges in upholding
academic integrity. Given the option to submit the task either in a Word file or on paper,
students overwhelmingly preferred a Word file (73.3%). The remaining respondents (26.7%)
indicated they would rather submit exercises on paper, which makes them difficult to check
for plagiarism.
When provided with non-graded tasks, students rarely work through a sufficient number
of tasks. Some instructors (32%) establish attendance and participation scores to encourage
further interaction. It is critical to build a quality system of pedagogical interaction between
participants in the educational process, i.e., to provide the best possible means of
communication in the context of forced distance learning.
The students claim they lack direct interaction with educators (69.3%). The most
common teacher-student communication channels outside the classroom were private
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
18
messages via Viber, Whatsapp, and Telegram or e-mail letters (as indicated by 61.7%); group
consultations (38.3%); and individual consultations (31.7%). Live communication via Zoom,
Skype, or similar video conferencing tools was used with less intensity (5%). Although
students have the opportunity to communicate with the teacher through messengers, live
communication is a better alternative, as reported by 69.3% of students. Unfortunately, the
absence of teacher-student interaction is indicated by 5.1%. We agree with Teymori and
Fardin (2020) that students may feel discouraged from using the e-learning platform
whenever they feel that their learning is not spontaneously supported by the instructors who
are available to answer their questions and clarify concepts that they are teaching.
60% of respondents claim to have access to an electronic gradebook to keep track of
their learning achievements. While most students can track their learning results in Google
Classroom, many still have to ask a teacher personally. Concordially, 18.7% of respondents
feel dissatisfied with the overall evaluation process. 23.3% say the evaluation process differs
from teacher to teacher. The rest, 65%, are generally satisfied.
Although 65% of the surveyed receive some written or oral comments on their work,
33.3% say not all the educators comment on the given marks, and 1.7% of students complain
that they do not receive any comments or explanations from teachers.
The surveyed students confirm that merely 12% of educators publish a weekly
announcement to provide an overview of next week's topic or the results of the previous
week's work or both. 32% regularly answer questions posted on the online forum or those sent
by e-mail. 8% publish short videos explaining the mistakes of the group on the topic or task.
34% hold online discussions with students. 64% timely evaluate and return student work.
Figure 3 - Students’ perceptions on the objectivity of online assessment.
Source: Formed by authors.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
19
The students’ opinion on the objectivity of evaluation in their educational institutions is
presented in Picture 3.
When asked about their perception of the best assessment solution during the pandemic,
students mentioned they expected their educator to adopt “a more cooperative assessment
approach” during the pandemic and make things “easy” for them due to the lockdown. Some
students believed that they deserved the final grade without submitting any work or taking a
final exam due to the novelty of the learning environment.
Cheating, or academic dishonesty
When asked about steps taken to eliminate dishonesty, instructors name reminding
students about the importance of honesty and integrity policies (30%) and creating new
questions that do not have solutions on Google (44.7%).
Both teachers (80%) and students (68%) report having learned about student honor
codes and teacher’s codes of ethics or their analogues in their educational institutions.
However, the availability of these documents does not yet indicate their quality or
effectiveness. That is, for some institutions that have a code of honor, this concept is
perceived as a set of general phrases that the student reads only once upon admission (if read),
in order to successfully forget it during the study. This conclusion is supported by the fact
that, according to the results of content analysis, liability for violations is not spelled out in all
documents.
In general, the results of content analysis showed that the existing codes of honor or
their analogues often pay more attention to general principles than to norms on the
independence of tasks, and very few such documents contain principles of respect for
copyright.
Avoiding fraud in the assessment process is a central concern in most educational
institutions. However, the study found that not every university has clearly defined procedures
to combat plagiarism. In fact, plagiarism testing is mentioned in passing and links to services
are provided for general reference rather than for guidance. Even full-fledged anti-plagiarism
provisions are largely limited to indicating who is responsible for the inspection or who
appoints the person responsible for the plagiarism inspection.
20% of students claim they do not cheat due to the limited time to complete the tasks.
Almost 17% claim they have neither the technical possibility nor the desire to cheat. 63% of
students admit engaging in some form of misconduct personally or confirm that their
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
20
groupmates are regularly cheating. When citing reasons for cheating online, students provided
explanations, including strict time limits, worry about grades, the impossibility of being
controlled by a teacher, which created an ease of cheating, the availability of answers online,
etc.
Ignorance of the requirements and rules of citation, lack of skills in writing a scientific
text, insecurity, and inability to properly organize time are the main causes of plagiarism,
according to the respondents. It should be noted that 80% have never heard of any punishment
for a violation of academic integrity. Most students claim that their institutions’ unenforced
policies are one reason for academic dishonesty.
Meanwhile, the majority of teachers (89%) admit the problem of academic integrity in
Ukraine. The most common plagiarism prevention measures are informational work with
students. Practical measures to reduce plagiarism are mentioned much less often. Most
instructors mentioned acquaintance of students with rules of reference list composing;
supervisors’ conversations with students; explanation to students during classes of the
inadmissibility of borrowing other people’s results; plagiarism check; formulation of tasks in
a form that makes it impossible to find a ready-made answer on the Internet; replacement of
one large task from the course with several smaller ones etc.
Of the 150 teachers who claimed that plagiarism testing was practiced at their
institution, 59 respondents said they did not know the nuances of plagiarism checking.
Among those familiar with the details of the procedure, 48 (35% of the total number of
respondents) use automatic plagiarism testing programs; 34 (24.6%) use manual testing
(through search resources); and another 38 (27.5%) combine these methods.
Teachers note that a special commission on plagiarism is responsible for written work
(course, diploma). Individual written works of students are checked for plagiarism by
individual teachers (each teacher determines whether to check the students’ work for
plagiarism). Some teachers believe that this function should be performed by the department
of quality assurance of educational activities or its analogue. Among the “other” answers were
the information and technical department, library staff. The practice of checking for
plagiarism of smaller works (from intermediate control tasks to the first-year course final
work) is not very common in universities. Perhaps this perception should be changed, because
the students feel safe due to lack of control over plagiarism in ordinary works.
Regarding ways to deal with cheating on exams and assessments, educators state they
need more flexibility concerning assessment methods. An attempt to solve this problem is to
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
21
develop software that provides visual observation, blocks computer programs and parallel
opening of Internet pages, as well as responds to the collapse of the exam dialog box during
the control activities (test, exam, etc.).
On the other hand, to ensure the objectivity of the final assessment (to avoid the
possibility of writing off and plagiarism in written works), it is not enough to carry it out
synchronously. It is advisable to use tests that contain tasks not for the reproduction of
educational information but for the application of acquired knowledge (practice-oriented
tasks). Online testing should be conducted using a randomization function and limiting the
time allotted for each task or test in general.
The degree of controllability in the evaluation process should be regulated by its
direction. Thus, formative assessment involves providing feedback, testing, and
understanding of the student's own learning achievements and opportunities for improvement.
In this case, there is no need for strict control and to synchronize the evaluation process
remotely.
In the context of distance learning, the use of innovative assessment methods is
effective: project-based learning, problem solving, creation of posters, e-portfolios, research
and practice-oriented tasks. All types of work require the support of teachers and the
involvement of classmates (as partners or experts) and should be implemented in stages with
regular feedback from the beginning to the end of the work on the task.
Conclusions
The primary objective of current research was to explore the reflection results of
Ukrainian students and educators on the remote assessment during the pandemic learning,
since it is important for policy makers, educators, students, and other stakeholders to know
how the education system is performing and whether the learning outcomes of students are
improving over time. Due to the emergency move to online teaching and learning, faculty
members and students face an increased workload since they need to work with the new
systems and routines. This paper discussed practices and technologies for responding
effectively to current circumstances. When designing courses for emergency remote contexts
in the future, the items analyzed in the research can be used as a checklist to remind
instructors to be intentional about including structural elements that facilitate an easier remote
transition for students. Additionally, these items might also provide a useful starting point for
developing measures for online instructor clarity. Furthermore, the findings of the present
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
22
study underscore the importance of instructor communication behaviors and highlight the
value that instructional communication scholars can bring to conversations about how to
effectively transition courses to emergency remote teaching when the need arises.
The challenges of remote e-learning assessment in Ukrainian higher education
institutions include but are not limited to: the lack of prior experience of remote education
(more than 66% of students and 85% of educators); hardships in virtual assessment (as
indicated by 62.7% of instructors); lack of direct interaction with educators (69.3% of
students); ignorance of academic integrity rules by the students (89% of the teaching staff
admits the problem) etc.
Investigating the currently used platforms and applications that can assist in enhancing
academic integrity and reinforcing education during pandemics in Ukraine the authors on the
basis of the systematized suggestions and comments by the students highlight the need for
educators to diversify learning technologies through videos, modern learning platforms, and
media sources. Opinions are expressed about the desire for greater organization and clarity in
conducting classes, consultations, meetings, and other options for communicating with
students, since many live in rural areas and lack uninterrupted access to the Internet.
The same applies to clear instructions on how to perform various forms of independent
work. Students demand less handwriting and more feedback. students prefer to receive
assignments with corrected errors and comments on how to improve the work done (most
teachers do this and students like this practice).
Technical improvement of the online testing formats and official educational platforms
for the uninterrupted learning of students is needed.
Final grades and continuous assessment are a must, as they allow students to evaluate
their learning outcomes. It is important when issuing final grades remotely that students
should be familiar with clear evaluation criteria, grades should be posted on a single web
resource (such as an online spreadsheet), and students should have access to this information.
Acknowledgement
The authors dedicate the research to the memory of scientists who tragically died during
Russian invasion of the territory of sovereign Ukraine and thank all the defenders of the
country who made finalizing this article possible.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
23
References
AlAteeq, D.A., Aljhani, S., & Eesa, D. A. (2020). Perceived stress among students in virtual
classrooms during the COVID-19 outbreak in KSA. Journal of Taibah University Medical
Sciences, 15(5), 398-403. https://doi.org/10.1016/j.jtumed.2020.07.004
Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharha, S. (2018). Perceptions and challenges of
mobile learning in Kuwait. Journal of King Saud University - Computer and Information
Sciences, 30(2), 279-289. https://doi.org/10.1016/j.jksuci.2016.12.001
Almeida, F., & Monteiro, J. (2021). The Challenges of Assessing and Evaluating the Students
at Distance. Journal of Online Higher Education, 5(1). Retrieved from:
https://www.researchgate.net/publication/348907046_The_challenges_of_assessing_and_eval
uating_the_students_at_distance
Alsahou, H., Abbas, Z., & Alfayly, A. (2022). The attitude of undergraduates towards E-
learning considering educational and technical challenges and requirements in Kuwaiti
Applied Colleges. Journal of Technology and Science Education, 12(1), 33-49.
https://doi.org/10.3926/jotse.1358
Al-Samiri, R. A. (2021). English language teaching in Saudi Arabia in response to the
COVID-19 pandemic: challenges and positive outcomes. Arab World English J (AWEJ).
Special Issue on Covid 19 Challenges, (1), 147-159. https://doi.org/10.24093/awej/covid.11
Arnold, S. (2019). Flipping the lecture: students demonstrate learning with the panopto video
capture system. Proceedings of the Society for Information Technology & Teacher Education
International Conference, Mar 18, 2019. Las Vegas, NV, United States. IS. Association for
the Advancement of Computing in Education (AACE), Waynesville, NC USA. Retrieved
from: https://www.learntechlib.org/p/207819/
Bozkurt, A., Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz,
A., Sen-Ersoy, N.,Canbek, N., Dincer, G., Ari, S., & Hakan, C. (2020). A global outlook to
the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty
and crisis. Asian Journal of Distance Education, 15(1), 1-126. Retrieved from:
http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462
Brophy, N., Broeckelman-Post, M., Nordin, K., Miller, A., Buehl, M., & Vomund, J. (2021).
Pandemic Pedagogy: Elements of Online Supportive Course Design. Journal of
Communication Pedagogy, 5, 95-114. https://doi.org/10.31446/JCP.2021.2.12
Can, E. (2020). Coronavirüs (COVID-19) pandemisi ve pedagojik yansımaları: Türkiye’de
açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi,
6(2), 11-53. Retrieved from: https://dergipark.org.tr/tr/download/article-file/1179832
Chirumamilla, A., Sindre, G., and Nguyen-Duc, A. (2020). Cheating in e-exams and paper
exams: the perceptions of engineering students and teachers in Norway. Assess. Eval. High.
Educ., 45, 940–957. https://doi.org/10.1080/02602938.2020.1719975
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
24
Cutshall, R., Mollick, J., & Bland, E. (2012). Use of an e-Textbook and Web-Based
Homework for an Undergraduate Business Course: Students' Perceptions. Journal of the
Academy of Business Education, 13, 1-15. Retrieved from:
https://www.researchgate.net/publication/242564663_Use_of_an_e-Textbook_and_Web-
Based_Homework_for_an_Undergraduate_Business_Course_Students'_Perceptions
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91–96.
https://doi.org/10.1007/s11125-020-09464-3
Jones, C. (2008). Student Perceptions of the Impact of Web-based Homework on Course
Interaction and Learning in Introductory Accounting. Issues in Information Systems, 9, 2008.
Retrieved from:
https://pdfs.semanticscholar.org/1093/c717ce15acae05c65a664bc5266c9e0bf999.pdf
Gamage, A. A. K., de Silva, E. K., & Gunawardhana, N. (2020). Online delivery and
assessment during COVID-19: Safeguarding academic integrity. Education Sciences,
10(301), 1-24. https://doi.org/10.3390/educsci10110301
Idwan, S., Fayyoumi, E., Hijazi, H., & Matar, I. (2021). COVID-19 Pandemic Endorses New
Era of E-learning Case Study: Hashemite University. Journal of e-Learning and Knowledge
Society, 17(2), 56-65. https://doi.org/10.20368/1971-8829/1135416
Karimi, A., & Manteufel, R. D., & Herbert Acero, J. F. (2021). Challenges in Virtual
Instruction and Student Assessment during the COVID-19 Pandemic. Proceedings of ASEE
Virtual Annual Conference Content Access, Virtual Conference. https://doi.org/10.18260/1-
2—36789
Khan, Z. R., Sivasubramaniam, S., Anand, P., & Hysaj, A. (2021). ‘e’-thinking teaching and
assessment to uphold academic integrity: lessons learned from emergency distance learning.
International Journal for Educational Integrity, 17. https://doi.org/10.1007/s40979-021-
00079-5
Manteufel, R., Karimi, A, & Bhounsule, P. (2020). Use of Phones and Online Tutors to Cheat
on Engineering Exams. Proceedings of 2020 ASEE-GSW S Section Virtual Annual
Conference, April 2020. Retrieved from: https://peer.asee.org/use-of-phones-and-online-
tutors-to-cheat-on-engineering-exams.pdf
Meccawy, Z., Meccawy, M., & Alsobhi, A. (2021). Assessment in ‘survival mode’: student
and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. Int J
Educ Integr, 17, 16. https://doi.org/10.1007/s40979-021-00083-9
Nenko, Y., Кybalna, N., & Snisarenko, Y. (2020). The COVID-19 distance learning: insight
from Ukrainian students. Revista Brasileira De Educação Do Campo, 5, e8925.
https://doi.org/10.20873/uft.rbec.e8925
Nenko, Y., Orendarchuk, O., Rudenko, L., & Lytvyn, A. (2021). Anti-crisis management in
higher education institutions of Ukraine during the Covid-19 pandemic. Revista Brasileira De
Educação Do Campo, 6, e12838. https://doi.org/10.20873/uft.rbec.e12838
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
25
Okereke, M., Williams, A. E., Emmanuella, N. C., Ashinedu, N. U., & Mairaj, M. W. (2020).
COVID-19: challenges affecting the uptake of E-learning in pharmacy education in Africa.
PanAfrican Medical Journal, 35(40). https://doi.org/10.11604/pamj.supp.2020.35.2.23910
Pappas, I. O., & Giannakos, M. N. (2021). Rethinking Learning Design in IT Education
During a Pandemic. Front. Educ., 6, 652856. https://doi.org/10.3389/feduc.2021.652856
Rahayu, R., & Wirza, Y. (2020). Teachers’ Perception of Online Learning during Pandemic
Covid-19. Jurnal Penelitian Pendidikan, 20, 392-406.
https://doi.org/10.17509/jpp.v20i3.29226
Reddy, L., Letswalo, M. L., Sefage, A. P., Kheswa, B. V., Balakrishna, A.,
Changundega, J. M., … & Nemakhavhani, T. E. (2022). Integrity vs. Quality of Assessments:
Are They Compromised on the Online Platform? Pedagogical Research, 7(2), 0121.
https://doi.org/10.29333/pr/11840
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19):
Impact on Education and Mental Health of Students and Academic Staff. Cureus, 12(4).
https://doi.org/10.7759/cureus.7541
Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., & Fahlevi, M. (2020).
Covid-19 Pandemic and Home Online Learning System: Does It Affect The Quality Of
Pharmacy School Learning? Systematic Reviews in Pharmacy, 11(8). Retrieved from:
https://www.sysrevpharm.org/articles/covid19-pandemic-and-home-online-learning-system-
does-it-affect-the-quality-of-pharmacy-school-learning.pdf
Teymori, A. N., & Fardin, M. A. (2020). COVID-19 and Educational Challenges: A Review
of the Benefits of Online Education. Annals of Military and Health Sciences Research, 8(3).
https://doi.org/10.5812/amh.105778
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-
quizzes on student learning and engagement: an interactive gamification solution for a
formative assessment system. Comput. Educ., 145, 103729.
https://doi.org/10.1016/j.compedu.2019.103729
Article Information
Received on July 18th, 2022
Accepted on December 20th, 2022
Published on December, 30th, 2022
Author Contributions: The author were responsible for the designing, delineating, analyzing and interpreting the data,
production of the manuscript, critical revision of the content and approval of the final version published.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education institutions…
RBEC
Tocantinópolis/Brasil
v. 7
e14665
10.20873/uft.rbec.e14665
2022
ISSN: 2525-4863
26
Funding
No funding.
How to cite this article
APA
Kocha, I., Baidiuk, N., Stepanova, N., & Nenko, Y. (2022). Remote assessment: case study from Ukrainian higher education
institutions. Rev. Bras. Educ. Camp., 7, e14665. http://dx.doi.org/10.20873/uft.rbec.e14665
ABNT
KOCHA, I.; BAIDIUK, N.; STEPANOVA, N.; NENKO, Y. Remote assessment: case study from Ukrainian higher education
institutions. Rev. Bras. Educ. Camp., Tocantinópolis, v. 7, e14665, 2022. http://dx.doi.org/10.20873/uft.rbec.e14665
