Online Classroom Assessment Competence and Practices among Cambodian EFL Lecturers: A Mixed-Methods Study
DOI:
https://doi.org/10.66121/pv5xfa54Keywords:
Online classroom assessment; , assessment competence; , assessment practices; , Cambodian EFL lecturersAbstract
This study examines online classroom assessment competence and practices among Cambodian English as a Foreign Language (EFL) lecturers. It focuses on their perceived competence, practices, and challenges in conducting online assessment. The study employed a mixed-methods design, involving 22 EFL lecturers completing a survey and three lecturers participating in in-depth interviews. Data were analysed using descriptive statistics and thematic analysis. The quantitative findings revealed that Cambodian lecturers had a moderately high level of perceived assessment competence. The qualitative findings showed that they faced a number of challenges in conducting online assessment, including difficulties in facilitating online tests, dealing with heavy marking workloads, coping with potential cheating and plagiarism, and dealing with student-related issues. This study emphasizes the need for providing regular assessment training and offers implications for practice and research.
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