Higher Tertiary Education Perspectives: Evaluating the Electronic Assessment Techniques of the Blackboard Platform for Fairness and Reliability

Abstract

The rapid digital transformation in the educational sector has prompted a shift towards online evaluation methods, raising questions about their efficacy, acceptance, and fairness. This study explored students’ perceptions regarding electronic evaluation techniques facilitated by the Blackboard Learning Management System. Utilizing a descriptive quantitative research design, 400 participants were randomly selected from a tertiary institution to ensure varied representation. Data was methodically gathered through a bespoke questionnaire comprising 20 items, divided into three main factors, to capture nuanced insights on multiple facets of electronic assessment. The analysis revealed that weekly assignments were the preferred method for digital assessments among students, closely followed by real-time in-lecture questions. Other techniques, such as short tests and group discussion forums, were less prevalent, and traditional final examinations were the least preferred. Furthermore, there was a general high receptivity towards the electronic assessment methods, with a moderate trust in their fairness and reliability. These perceptions remained remarkably consistent regardless of gender or academic discipline. Such findings emphasize the pivotal role of electronic assessment platforms in shaping the academic landscape, hinting at their sustained significance in future educational paradigms. Drawing from these findings, several pedagogical implications have been put forth, accompanied by a delineation of study limitations and subsequent recommendations for future research.