Shiftin assessmentstrategies and

thechall
engesf acedbyinstr
uctorsin
Sial
kot i n assessi ng uni v
ersit
y
student
s.
War
dahAnwarAwan

I
ntr
oduct
ion
Manycount ri
esar oundt hewor l
dexper iencedunprecedentedf ullorpar t
iallockdowns,
whi ch wer ef oll
owed by t he abr uptcl osur
e ofeducat i
onali nst
itut
ions and social
gat heri
ngs,compel li
ngev er yonet oswi tcht oav ir
tualmethodofcommuni cat i
onand
i
nt eracti
ons.Inst r
uct orsandl ear nershadt oswi f
tl
ycompr ehendandmoul dthemsel v
es
toadaptt odistanti nst ructionl earningprocessesinsuchadi str
essingscenar io.COVID-
19haswr eakeddi stur banceonPaki stan'shighereducat
ionsy stem.Uni ver
siti
eshav e
alreadymade t he t ransition f rom t he formerphy si
calteaching l ear
ning met hod to
distancelearningand, asar esult,toonli
neassessmentaswel l.(Mehmood, 2021)

TheCOVI D-19cr isishasr ai

sedquest ionsaboutt henat ureoft eachingandway sof
assessingst udent s'learni
ngal lovert hewor ld.Thi ssi tuati
onal sohasani mpacton
l
earners' dailyroutines,posingchall
engest ot heirlearni
nghabi tsandont heirinstr
uct ors
andf orcingt hem tor ethi
nkway sofassessi ngl earners'f airl
yandi naccor dancewi t
ht he
currentsi tuati
on.Al thought henew pi ctur
eoft heeducat i
onalsy st
em r equiresprompt
acti
on, theunpr edictabili
tyandambi guityofthesi tuati
ondemandsat horoughr esearchi n
ordertor eachoutanddesi gnaf ai
rappr oachf orassessi ngl earnersthatdoesnotr aise
i
nequi t
yi ssues.Theneedt oquickl
yadaptt onewt eachingandl earni
ngset tingsinonl ine
modehashi ghlightedhowt heeducationsystem, aswel lasi nst
ructors,haveencount er ed
obstaclesi nmeet i
ngt heirj
obneedsi nsuchanunusual scenar i
o.(FloresandGago2020)
Li
ter
atur
eRev
iew
Pandemichasposedobst aclesf orev eryoneandi ndi
ffer entway sindi f
ferentsi
tuati
ons.
Beforethe Cov id-19 v i
rt
ualmode,t echnologywas notwi delyused f oreducat i
onal
purposesinPaki stan,whi chpr esent edanumberofi ssuesf orteachersandst udent s.
Becausedifferentcour sesdemandv ar yi
nglevelsofat tentionandt eaching,andlearning
i
sacogni tiv
eendeav ourthatdemandsconsi stentongoi ngandr egularcommuni cation
betweeninstructorsandst udent s,thel ockdowncompel ledev eryonetost ayathomeand
study.
Manyschol arshav ewor kedont hechallengesfacedbyt eacher
sandpupi l
sint he
pandemiccr i
sis,pr ov
idingr esearch-basedsol utionsandsuggest i
onst oef f
ecti
velydeal
withthesi
tuation.

Dur ingt heCOVI D- 19schoolcl osur

e,JohannesKöni g,Dani elaJ.Jäger -
Biela,andNi na
Glut schconduct edr esear chonbegi nnert eacher sinGer manyandt heopt i
onst heypi cked
foronl i
neinstruct i
on.Accor dingt otheaut hors,allpar t i
ci patingt eachershav edev eloped
regul arcommuni cationwi t
hst udentsandt heirpar ent s, andt het horough i nt
roduct ionof
newl earningcont ent ,aswel lasassi gningnewexer ci sesandof f
eri
ngr egularf eedback.
Integr ati
onofinf or mat ionandcommuni cat iont echnol ogi es( ICT)suchasonl inet eaching
andonl ineevaluat ion,ont heot herhand,wasl esswel l
-mast ered.Duet oCov idout break,
thel ockdownpr olonged,andev er
yonet urnedt owar dst heonl i
nemodeofl earningand
ear ning.Useofi nt ernetwas40 per centbef orecl osur eofal lact i
vi
ti
esbutt hen it
i
ncr easedt o100per cent( Branscombe, 2020) .Anot hernot abl est udyconduct edundert he
direct i
onofSobi aI qbal ,Sumai rFarooq,andSy edShoebAhmedi nt
endedt odiscov ert he
per spect i
ves and at ti
tudes ofuni versityst udentsi n Paki stan who wer e obliged t o
par ti
cipateinmandat oryonl inel ear
ningdur ingt heCov id- 19pandemi c.Thest udyf ound
thati ndev el
opi ngcount r
iesl i
kePaki stan,wher et echni calassi stancei snotal way s
avai l
able, t
hepr esentv i
rtualeducat i
onsy stem i snotpr oduci ngt heexpect edr esults.The
maj or i
ty ofst udent s do nothav er apid and f ull-t
ime access t ot he mandat ory
technol ogicalr equi rement s ofonl ine lear ning,r esul ting i n bi assed assessmentand
resul tsbecauseonl yaf ewst udentswer eabl etoat tendt hel ecturesr outi
nelyandt i
mel y .

Samr eenMehmood( 2021),inar ecentst udywor k,addressesnumer ousi nstructi

onal
thatcanai dintheeffi
cientimpl
ement ati
onoft heonlineeducat i
onalsy stem inhi gher
education.Whendiscussingthesituationinonlineeducat i
on,par ticul
arlyindev el
oping
countri
es,Mehmoodsuggest st
hatt eachersshoulduseasl owv oiceandpr act
isev ocal
functi
ons,shar
emat eri
alpri
ortothel ecturetohelpcreateinteracti
v eonli
necl asses, and
offerflexi
blet
eachi
ngandassessmentpol i
ciestohel pimpr ovet heteachingl earning
process.Accordi
ngtoMar i
am (2021),I nherstudydesignedt ocompr ehendl anguage

2
teachers’viewpointsoftheassessmentmet hodsutil
izedduringe-learningbecauseoft he
covid-19l ockdowni naSaudiEFLcont extshowedt hatEFLt eachersexpr essedaneut ral
responset owar dse-assessment,andmostoft heresponsesaboutt heappr oachesused
i
nonl i
neassessmentwer epositi
ve,cont
rarytothat
,t heresponsesr elatedtoi nstr
uct
ors'
opinionsoft hei ssuesand cautionsfaced inonlineassessment s,scor edv er
yhigh
suggest i
ngt hatinstr
uctorsencounter
edseriouschallengesinassessi ngst udentsonli
ne
despitether el
iableapproachesusedtoassesslanguagel earner
s.

Rababah( 2020;a)alsoconduct edast udyinJor dan,explori

ngt heobst aclesf acedbyt he
l
ear ner s ami dt he Cov i
d-19 out br
eak.Fort his purpose,t he r esearcherconduct ed
i
nter vi
ewsof12st udent s.Andt her esult
sshowedt het hemesofl ackoft raini
ng,the
teacher ’
st eachingst yleandt hei ssueofaccesst oICTpl atforms.Howev er,itremains
unexpl or edhowt heobst aclesf acedbyt heteacher scanaf fecttheonl inelear ningofthe
l
ear ner s.I nanot herst udy ,Rababah( 2020;b)expl or
edt hest udent s'outl
ookonl earni
ng
viaMSTeamsi nJor dan.Fort hispur pose,6l earnersofEngl ishl anguagel ear nerswere
i
nter vi
ewed.Andt heposi t
ivethemest hatemer gedi nther esultsincludet i
meef f
ici
ency,
shar i
ngl ear ningmat erial s,andcomf or t
.Twonegat ivethemesoft echnicaldifficult
iesand
diff
icult i
esi nsomeact i
vit
iesemer gedaswel l.Botht hesest udiesempl oy edonl ya
qualitat i
veanal ysiswhi chmi ghthav eaf fectedt hereli
abili
tyoft her esearchesandt hese
resear chesal sodonotexpl oret heassessmenthur dl
esf acedbyt heteacher sandhow
thesehur dlescanbet ur nedi ntobenef i
cialtr
icks.

Resear
chQuest
ions

Whatarethet eacher
s'viewsaboutonl
i
neassessmentandt
hemet
hodsusedi
nonl
i
ne
assessmentofuniver
sit
ystudent
s?

Whataretheteacher
s't
hought
saboutt
hechal
l
engesf
acedandt
heef
fect
ivest
rat
egi
es
f
oronl
ineassessment?

Thest
udy
'sobj
ect
ives

The goaloft hi
s study i
st o gai
n a bet
terunderst
anding ofPakistaniteachers'
perspecti
vesont hechall
engesofassessi
ngstudent
sinonlinecl
asses.I
tlooksintothe
met hodsteachersusetoassessthei
rpupi
l
sinonli
necourses,aswel
lasthet heef
fecti
ve
str
at egi
estheyprefer
redandsuggest
.

Thecur r
entresear
ch,emphasisest
heimpor
tanceofperfor
mingaddit
ionalr
esear
chin
othersett
ingtoinvest
igat
etheobst
acl
esofonli
nelear
ningorassessmentandprovi
de

3
rel
evantsol
uti
ons.Aresear
chonlearner
s'opi
nionsaboutonl
i
neassessmentandt
hei
r
dif
fi
cult
iest
aki
ngonli
netest
scoul
dalsobeconducted.

Resear
chMet
hodol
ogy

Paki staniteacher sf r
om f ourUni v ersi
ti
esinSi alkot,
Paki stanwer epol l
edf orthestudy .
Ther esponser atewas58%whi chwaaal mostmoder ate.Thedat awasami xofopen
endedandcl osedendedr esponses.Thedat awasgat heredf r
om Uni versit
yteacher s
usingopen- endedquest i
onst olear naboutthemostef f
ect i
veonl i
neev aluati
on
procedur es.Toav oi
danyf ace-to-f aceinteractionandkeepi nginmi ndt heprescribed
SOPs, quantitativedat ainthef or m ofclosed- endedi t
emsi naquest ionnairewassent
onlineusi ngGoogl eFor ms, andt henanal ysedt ostudyt hoser epli
espr ovidedbyt he
teacher s.Af i
v e-pointLikertscalewasusedt ocr eatethequest i
onnaire,withstrongly
agree, agree,neut ral,disagree,andst ronglydisagreebei ngt heopt i
ons.Thequest ionnai
re
hadsomeopen- endedandcl ose- endedquest ionstogat herdet ai
ledinformat i
onabout
thet ypesofmet hodsut i
li
zedandt hechallengesf acedi nonl i
neassessment .Abduh' s
(2021)quest i
onnai r
ef orherst udyont heOnl ineAssessmentdur ingCOVI D-19Lockdown
andt heEFLSaudi Teacher s'Per cept i
onshasbeenadapt edandmodi fi
edasneeded.

Resul
tsanddi
scussi
on

I
nor dertorespondtoRQ. 1,
descr
ipt
ivest
ati
sti
cswerecalcul
atedt
oshowthepercentage
ofparti
cipant
s'responseswhorespondedtothesur
vey.Theopini
onsoft
eacher
st oward
onl
ineassessmentar eshowninTable1.

Tabl
e1.Paki
staniTeacher
s’per
cept
ionsaboutonl
ineassessment
.

Descr
ipt
iveSt
ati
sti
cs

Quest
ions/I
tems Responses Mean

SD. D. N. A. SA.

Onli
neev al
uat
ionsarepref
erabl
eto paper
- 37% 43% 9% 7% 4%
basedassessment
sforme..

Teachers can dev

elop t
heirtechnol
ogical 8% 13% 7% 52% 20%
ski
ll
sbyempl oyi
ngonli
nelear
ningtoassess
pupi
ls,usi
ngvari
ousways.

4
In onl
ine educati
on, st
udent
s can be 26% 65% 2% 6% 1%
eval
uat
edadequatel
y.

Students'achi
evementsar
efair
lymeasur
ed 23% 57% 8% 9% 3%
throughonli
neassessment
ss.

.
Onl i
ne exams all
ow f orspeedi
erentr
yof 3% 9% 14% 51% 23%
gradesintotheel
ectr
onicgradi
ngcent
rethan
paper-basedexami
nations.

.
Teacher
s can more preci
sel
y monitor 36% 48% 2% 9% 5%
l
ear
ningout
comesv
iaonl
i
neassessment
.

I
nstr
uctorscanuseonli
neassessment
st o 33% 39% 12% 8% 8%
i
nvesti
gate indi
vi
dual st
udent lear
ning
di
ff
erences.

.
Instr
uctorscanincreasetheirper
formancei
n 25% 42% 19% 11% 3%
onli
ne mode par t
icul
arl
yi n management ,
pedagogical
,andtechnicalsupport
.

Accor dingt ot hedescr ipti

vest ati
stics,Pakistanit eachershav eal ow,orunf avourable
atti
tudet owar dsonl i
neassessment .Asshowni nt able,almostal loftheit
emsr eceiveda
l
ow r ating,wi t
ht heexcept ionofi tems2and5,whi char er elat
edt oonli
ne-assessment
benefitsf orteachers( i
.e.,assisti
ngt eachersi npol i
shingt heircomput erski
ll
st oassess
student susi ngdi ff
erentt echniquesandmaki ngt hepr ocesst imesavi
nglyf astert han
paper-based assessment s,and t husenhanci ng t eachers'per formance).Thesei tems
werer atedasst r
onglyagr eeoragr ee,whi chisaposi t
ive r ati
ng.Nonet heless,t he
responsest oi t
ems1, 3,4,6,and7show t hatinstructors'atti
t udesononl i
neassessment
aregener al
lynegat i
ve,andt heydonotbel ieveitisar el
iabl
eanddependabl etechni queof
assessi ngst udents.

Concerni
ngtheansweroft hesecondpartoftheRQ.1i.
eteachers’per
cept
ionsaboutt he
ty
pes ofonl i
ne assessmentmet hods used i
nv i
rt
ualeducation,the f
oll
owi ng t
able
i
ncludesstat
ementswhi char
eanalyzedtocal
culat
etheresponsesoftheparti
cipant
s.

Tabl
e2.Teacher
s’per
cept
ionsofst
rat
egi
esusedi
nonl
ineassessment
.

5
Descr
ipt
iveSt
ati
sti
cs.

Quest
ions/
Items Responses Mean

SD D. N. A. SA

Peerassessmentscanassi
stsdri
vest
udent
s' 3% 1% 7% 59% 30%
great
esteffor
tswhileal
soallowi
ngthem t
o
l
earnfrom oneanot
her.

Sel
f-
Assessmenti
s a usef
ulappr
oach f
or 5% 11% 16% 43% 25%
onl
i
neassessment
.

Student
scanlearnbothcoursecontentand 2% 2% 0% 69% 27%
team i
nvol
vementabil
i
tieswi
thwell
-desi
gned
groupassi
gnments.

Objecti
ve questi
ons areless ef
fecti
ve at 5% 8% 19% 45% 23%
assessing students than a r ange of
subject
ivequest
ionss.

An ef fecti
ve assessment st rat
egy is 3% 1% 7% 58% 31%
for
mat i
ve assessment wi th ti
mely and
appropr
iatefeedbackdur
ingacour
se.

Pri
ortoeducation,di
agnost
iceval
uati
onsare 0% 4% 8% 66% 22%
eff
ect
ive approaches f
orev al
uati
ng pupi
l
s'
speci
fi
cstrengthsandshort
comingsn.

Summat i
ve ev aluat
ion i s a usef ul 15% 16% 3% 41% 25%
assessmentappr
oachf ordet
ermi
ningov
eral
l
l
earningout
comes.

Theinstr
uctor
'sfeedback,whetheri
t'
sinthe 3% 6% 1% 60% 30©
for
m ofnotesonaspeci fi
ctaskoramodel
answer to students,aids in the pr
oper
assessmentofstudents.

Eff
ecti
veeval
uati
onstrat
egi
esincl
udeonl
i
ne 18% 27% 13% 26% 16%
conver
sat
ion and per
sonalacti
ons i
nthe

6
sol
uti
onofl
ear
ningchal
l
enges.

.St
udents' i
nvolvement i
n onli
ne 9% 11% 17% 48% 15%
conversati
ons,inselect
edonl
i
nef or
ums,as
wellast heirpart
ici
pati
oninvi
rt
ualclasses,
shouldbeev al
uated.

I
neval
uati
nglear
ner
sgrades,
attendance(
log 15% 40% 5% 30% 10%
r
ecor
ds)shoul
dbetakeni
ntoaccount.

I
nformati
onshar
inginport
alssuchascl ass 14% 24% 2% 43% 17%
gr
oups,Googl
eDocs,andWhat sAppshoul d
be taken i
nto account when assessing
l
earner
s.

Thei temsi nthet ableabov ear edividedint otwocategories:Fi r

st,points1t hrough9ar e
ont hebenef it
sofonl i
neassessmentmet hods.Second,t hei tems( 10-12)areconnect ed
to onl i
ne assessmentt echni ques.Asshown,t he major ityoft he statement s about
teacher s'per
ceptionsoft headv antagesofonl i
neassessmentt echniqueshadascor eof
agree/ str
ongly agr ee,i ndicati
ng t hat t eachers havef avourable atti
tudes towar d
assessment met hods such as f or
mat ive,summat i
ve,di agnost i
c,peer ,and sel f
assessment .Furthermor e,quest ions relating toinstr
uct ors'judgment s aboutonl ine
strategiesthatshoul dbeaddr essedi nassessment srecei
v edanav eragescor e,i
ndi
cating
thatt eacher s had differi
ng per spectives on t he regard,and t hey pref erdiff
erent
techniquesi ndiff
erentset t
ingsandf ordif
fer entst
udents.

InordertofindananswerforthelRQ. 2 “Whatarethet
eacher
s'thought
saboutt he
chal
l
engesfacedandtheef
fecti
vestrategi
es foronl
i
neassessment?”thequest
ionsin
thet
ablebel
owwereaskedandanalyzed.

Tabl
e3.Teacher
s’per
cept
ionsoft
hechal
lengest
heyf
acei
nonl
ineassessment
.

Descr
ipt
iveSt
ati
sti
cs

Quest
ions/
Items Responses Mean

SD D. N. A. SA

7
Assessing st
udent
s onl
i
ne i
s a chal
l
enge f
or 1% 14% 0% 62% 23%
teacher
s.

Inonl
inel
ear
ning,t
helackofphysicalinter
acti
on 10% 11% 9% 47% 22%
coul
dbeali
miti
ngfact
orinev
aluat
inglearner
s.g.

Due t
otheirlack oftechnol
ogi
calski
ll
s,many 8% 13% 12% 48% 19%
l
ear
nersf
ail
tosubmitassi
gnmentsonti
me

Manyl earnerswereunabl
et oattendl
ect
uresdue 4% 7% 7% 55% 27%
totechnicaldi
ff
icul
ti
es,
whichresult
edi
nevaluat
ion
chall
enges.

I
t'
sdi
ff
icul
ttoev
aluat
elanguagecl
assesonl
i
ne.
. 7% 15% 20% 47% 11%

I
t'
st ought
oper
for
m peerort
eam ev
aluat
ionsi
n 3% 23% 8% 40% 26%
onl
inemode.

Inonl
ineassessment
s,l
ear
ner
sar
emor
eli
kel
yto 3% 6% 1% 65% 25%
cheat
.

Oneoft hemostcommoni ssuesdur

ingtestsis 8% 12% 5% 48% 27%
technical di
ff
icul
ti
es such as an ov er
loaded
platf
orm.

I
t'
st ough f
orme to evaluat
elearner
s onl
i
ne i
n 6% 10% 4% 58% 22%
or
al/
v er
balt
est
s,qui
zzes,
andv i
vas.

Manyl earner sfr

equentl
yaskaboutdef err
ingthe 3% 9% 15% 49% 24%
submi ssionofexams/ assi
gnmentsf ornumerous
reasons,i ncludi
ngalackoff earofconfr
ont
ingthe
teacherunl ikephysi
calcl
asses.

MMany l earners submit proj

ectst hat cont
ain 9% 8% 4% 63% 15%
si
gnif
icantratesofplagi
ari
sm andst atementsthat
havebeenl if
tedexactlythesamef rom websites
wit
houtbeingmodi fi
edorparaphrased.

Lear
ner
s pl
agi
ari
se each ot
her
's wor
kin onl
i
ne 7% 11% 2% 58% 22%
mode.

8
Table3showst hatprofessorsi nSialkotbelievetheyhavefacedanumberofdi ff
icul
ti
es
i
nconduct i
ngonl i
neev aluationsofuni v
ersitystudents.Themaj ori
tyofi t
emsscor ed
agree/str
onglyagr ee,indicatingt hatteacher shavesubstanti
alobst acl
esinassessing
studentsonline,asev i
dencedbyt hestudiedf i
ndi
ngs.Itiscl
earthatit
emsr elat
edtoless
physicalinteracti
on and t echnicali nabi
lit
y,as wel las a high ri
sk ofcheat i
ng and
pl
agiarism and v ari
ous t echnicalissues,scor ed the highestamong ot herissues,
i
ndicatingthatsuchf actorshav easer iousimpactonassessi ngstudentsinonli
nemode.

Now t hatthei ssuesofonl ineassessmenthav ebeent horoughl

yexami ned,dat
awas
coll
ectedf r
om teacher sint hef orm ofopen- endedresponsesinordertof i
ndaspecifi
c
soluti
ont othepr oblemsdi scov ered.Manyt eachersbeli
evethatacombi nat i
onofverbal
andwr it
tentests,aswel lasi nformalassessment sbasedonst udents'cl
assengagement ,
i
st hemostef f
ect i
v etechnique.Thef ol
l
owinginformati
oncomesf rom repli
esinwhich
teachersconsideri nformalev aluationaswel lasformati
veassessmenti nbot hor
aland
writt
en form,al ong wi tht he t echnicalknowledge and awareness to bet t
erassess
studentsinonli
nel earningmode.

TEACHERA

Itshoul
dbeanongoi ngprocess,l
ear
nercentredandhi ghl
y
i
nteract
ive.Teachi
ng should never be separat
ed f rom
assessment.Students must be conti
nuously assessed
i
nformall
yandformall
y,i
noralandwri
tt
enform.

Teachersmost lysuggestedthataninfor
mal assessmentandcont inuousassessmentof
student
swoul dprovebenefici
alforteachersandst udents,anditwoul dbeanef f
ect
ive
strat
egyincreasingthecredi
bil
ityandint
egrit
yofov eral
lassessmentpr ocedure.Fr
om the
abover esponsei tcanbef etchedthat,teacherssuggestt hatst udent
s-center
edand
i
nteract
ivesessionpr ov
eshealthyandeasyf orevaluati
onandf ai
rjudgement .

TEACHERB

Gett he bestgadget s,equipyoursel

fwi thtechnicaland
technologi
calknowl edgeandski l
l
s,anduset hehighspeed
i
nternett o conductl earnercentr
ed teachi
ng/assessment
sessionssidebysi dewi t
ht hel
earni
nginsteadofendoft he
course;summat iv
eassessment .

Fr
om t
heabov
eresponsei
tcanbenot
icedt
hatt
eacher
sfai
rknowl
edgeandexper
ience

9
oft echni
calequi pmentsi salsonecessar ytokeept heonli
neassessmentpr ocedure
reli
ableandt oincreasetheintegri
tyofe-assessment,apartfr
om t hatassessmentdone
forlearni
ngwoul dpr ov
et obeadv antageousfortheteachersandi twillalsoenhancethe
classenv i
ronmentbyencour aginglearner
st opart
ici
pateinev eryact iv
ityandev enthe
l
ect ur
e,thi
si mprompt uassessmentt echniquecankeept helearnersinv olv
edandactive
throughouttheclass.

TEACHERC
Assessmentmustbe done t hroughoutthe session and
student
s class perf
ormance must al so be assessed
i
nf or
mall
y,andforthepur
poseofexams,st udentsmustbe
askedcreati
vesubj
ecti
vequest
ions.Itwouldhelptolessen
student
sdependenceonalr
eadyavail
ablemateri
als.

TEACHERD

Teachersshouldbepati
entandlookfornewermethodsof
assessmentv i
aonli
nemodeandt r
ytoassessstudentsat
vari
ousint
erval
soflear
ningprogr
am,itwil
lhel
pteachersto
getar eal
i
sti
cpi ct
ureofstudent
'
sper f
ormanceandi twil
l
removethebias.

From t heabov et wor esponses,itcanbeanal yzedt hatthesuggest edmet hodf orfair

assessmentofl earnersinonlinemodei sinf
ormalf ormat i
veassessmental ongwi ththe
technicalcapabi l
i
tiesoft heteacher,becausewi t
houthav i
ngf airknowledgeaboutt he
gadget sandsof t
war esusedf oronl
inel ear
ning,nomat t
erwhi chstrategyt heteacher
empl oysther esul
tswoul dbejeopardizedbyt heincompet encyoft heteacher .Summat i
ve
orendoft hecour seassessmenti sal sonotapr efer r
edwayofassessi ngst udentsin
onli
ne mode because t her
e can be cer t
ain ot herf actor
st hatwoul d ef f
ectt he
performanceoft hel ear
nersont hedayofexami nati
onand mayef f ectt her esult
s
negat i
vely
,sof ormativeassessmentwoul dbeagr eatwayf orassessi ngst udentsin
onli
nel earning.

Concl
usi
on

This studylooked intofourimport

antcomponentsofonl i
ne assessment :t
eachers'
perspecti
vesofonl i
neassessment,onl
ineassessmentmethods,obst acl
est eacher
s
confrontwhileassessi
ngstudent
sonli
ne,
andsuggestedt
acti
csforonlineassessmentat
theuniversi
tylevel
.Thefi
ndingsr
eveal
edthatt
hevastmajor
it
yofSialkotinst
ruct
orshave

10
anegat i
veat ti
tudetowar donlineassessment.Butt heyhadamoder atel
yf avourabl
e
atti
tudeoft hetechniques/methodsempl oy
edinonlineassessmentofuni ver
sit
ylearners.
Howev er
,almostal lofthem hav efacedsi
gnif
icantdiff
icul
ti
eswhi l
eonlineassessment ,
andt hemaj orit
yoft heteachersr ecommendinformalformativeassessmentinaddi ti
on
tof airknowl edge ofonl ine assessmentas wel las a t horough underst
anding of
technologicalequipmentandsof tware,t
oensurethattheprocessrunssmoot hl
yandwi t
h
compl eteintegr
ity.

11