Digital Classrooms and Assessment Challenges in Higher Education

Abstract

Aim of the Study: Digital classrooms became a new normal during the pandemic, though those were there and used by some institutions already, but the global transition from physical classrooms to digital classrooms became general practice during the pandemic. This paper aims to explore educators’ experiences and concerns, primarily focused on assessment in digital classrooms. The primary objective of this study is to find out the challenges of educators in online assessment of university students.

Methodology: It investigates through semi-structured interviews by educators working in the higher education sector. It analyzes and reviews their experiences, views and concerns when it comes to assessment in digital classrooms.

Findings: The study reveals that educators had to face multiple challenges while ensuring transparent and accurate assessment both because of the digital divide and by exploiters. It also discusses how educators handle it particularly when things have gone shady and a few of the learners try to take advantage of them.

Conclusion: There is a need for comprehensive planning, training, skills and regulations to handle it and to achieve pedagogical and anagogical goals either by offering alternative assessment criteria or by incorporating digital tools to root out any discrepancies. The scope of this study is limited and covers only educators’ experiences and perspectives, but it definitely suggests further investigation to find out students’ experiences, concerns and challenges when it comes to examination on digital platforms and find a solution to make it smoother for both educators and learners in a digital setting.