Table 5 Faculty Quantitative Data
# | Theme | Sub-theme | Agree | Neutral | Disagree | |
|---|---|---|---|---|---|---|
1 | Experience with online assessment | Pre-Covid-19: Types of online assessment | Formative | 42.7% | 4.1% | 53.1% |
Summative | 17.8% | 4.7% | 77.4% | |||
During Covid-19: | First time | 51.7% | 1.9% | 46.5% | ||
2 | Challenges of online assessment | Constant change of grade division added to workload | 76.5% | 12.7% | 10.9% | |
Student GPA stability affected classroom interaction positively | 53.7% | 28.2% | 28.2% | |||
Student Denied Final Grade (DN) awareness affected attendance negatively | 67.2% | 20.2% | 40.9% | |||
Cheating was due to lack of proper invigilation | 87.8% | 10.3% | 1.9% | |||
Grade inflation was due to cheating | 77.4% | 15.5% | 7% | |||
Grades did not reflect student performance | 59.6% | 21.6% | 12.2% | |||
3 | Traditional vs Online assessment | Convenience of online assessment auto-correct features | 84% | 9.4% | 1.4% | |
Unsuitability of online assessment of practical or skill-based subjects | 61.5% | 18.8% | 15.9% | |||
Online assessment differed in quality & method | 78.9% | 13.6% | 7.5% | |||
Preference for traditional assessment | 46.4% | 29.6% | 23.9% | |||