Quality Parameters for Blackboard Evaluation: A Case Study
On October 28, 2020, the Language Research Center hosted a webinar featuring Dr. Rizwana Wahid and Ms. Qudsia Zaini. The duo presented a case study on "Quality Parameters for Blackboard Evaluation," exploring the efficacy of online learning and the quality of learner performance amidst the COVID-19 pandemic.
In their opening remarks, Wahid and Zaini posited a critical question on the authenticity of Blackboard exams in assessing students' learning and performance. They proceeded to discuss the complexities of conducting fair and valid remote online examinations. To address these challenges, they introduced several quality parameters, encompassing diverse strategies and activities designed to measure students' readiness and progression in learning outcomes.
Wahid and Zaini emphasized the significance of their study given the hurdles teachers face while imparting education and conducting exams online. The key objectives of their research involved the exploration of quality parameters to assure online exam quality, identification of optimal methods for student assessment during the pandemic, and discovery of appropriate techniques to evaluate students' performance in remote examinations. The presenters also highlighted relevant literature on the topic, citing authors like Frazer, Dickinson & Gronseth, and Chang, who have underscored pragmatic approaches to online teaching.
The webinar further delved into previously challenging or unfeasible solutions that teachers now employ for accurate student assessment. The researchers examined whether students genuinely merit the grades earned through online exams and how internet availability impacts such examinations. They revealed that a majority of teachers, based on their questionnaire responses, preferred traditional in-person teaching, though a few opinions favored online assessments.
To ameliorate the difficulties encountered by teachers, Wahid and Zaini proposed a range of recommendations, such as enhancing test security, effective use of timers, creating expansive test pools, randomizing questions, and employing Blackboard's "SafeAssign" feature. These measures, they suggested, might mitigate the issues associated with online assessment.
In their conclusion, Wahid and Zaini stated that ensuring alignment between teaching and learning strategies, assessment methods, and intended learning outcomes at both program and course levels forms an integral aspect of quality assurance and academic accreditation. They advocated for a student-centered approach to learning strategies and called upon teachers to evaluate the quality of learning, exams, and assignments for every course.
The webinar proved highly informative and successful, eliciting active participation from both male and female faculty members of the Bachelor of Arts in English program.
