# | Statement/Question | Theme(s) | # of Mentions |
---|---|---|---|
Q4 | Change in assessment practices in skill-based/applied or interactional subjects | No change/no such subjects | 7 |
Nature of the change | 6 | ||
Q8 | Best solution to assessment during the crisis | Grades/GPA | 27 |
Teacher-related (help/leniency) | 7 | ||
Exams | 6 | ||
MoE’s decisions | 5 | ||
Q12 | Reasons for cheating (or not cheating) | Religion (no cheating) | 7 |
Exam time limit | 6 | ||
Difficulty of cheating online | 5 | ||
Type/features of exam | 4 | ||
Combination of reasons | 2 | ||
Stress & anxiety | 1 | ||
Ease of tests | 1 | ||
Ability to cheat | 1 | ||
Teacher complacency | 1 | ||
Necessity/self-preservation | 1 | ||
Q14 | Most common method of cheating among students | Combination of methods | 4 |
Reference to textbook | 3 | ||
WhatsApp and internet | 3 | ||
Q15 | Overall online learning experience during the crisis | Negative (faculty/anxiety/cheating & inequality/grades/connection problems/no well-being considerations/unclarity & confusion/communication) | 7 |
Positive (could be developed into something permanent/no need for physical attendance/ease of attending lectures) | 5 | ||
Both positive & negative aspects (especially negative for Preparatory Year Program students) | 4 |