Student Assessment Selection Behavior Analysis of Institutions Conducting Distance Education.

Abstract

This thesis discovers issues universities use when deciding what types of exams will be used for distance education students. Many universities conduct distance education courses electronically but do not conduct the evaluation instruments electronically. Universities across the country, diversified by academic rankings, tuition, and student population were interviewed. Results generally revealed security concerns as the most prevalent reason for universities avoiding electronic exams. However, some universities have created evaluation methods to mitigate the security risks and perform electronic assessments such as projects or exams that are tailored to reduce the possibility of cheating. Examples of the tailored exam questions include requiring students to interpret material discussed during the course, using questions that require more than looking up answers in course material, or asking personal questions that only the student should know. These are not foolproof, but do lessen the risk of cheating.