Pixel International Conferences

Higher Education institutions are increasingly utilizing web-based assessment procedures to assess teaching and learning effectiveness. However, questions concerning the reliability and validity of these assessments have risen. Reliability concerns stem from administrative and technological failures prior and/or during the assessment, and validity questions concern whether the online assessments provide fair and accurate results. Goldberg and Pedulla (2002) reported that students who performed a ‘pen and paper’ summative assessment outperformed students who did their assessment online. Similarly Patronis (2016) showed that more time is required to complete an exam in digital delivery form, than the print mode. However, studies such as (McConnell 2002) that attempted to measure students’ attitudes and performance in formative assessment (discussion board, blogs and peer reviews online) hold relatively favourable attitude to online formative assessments. In this study I will discuss the relationship between the two modes of online assessments; summative (which seeks to monitor educational outcomes at the end of a course) and formative (formal and informal assessment procedures throughout the course to modify performance) and their effectiveness in the teaching and learning processes.