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Laamanen, Merja; Ladonlahti, Tarja; Uotinen, Sanna; Okada, Alexandra; Bañeres, David and Koçdar, Serpil
(2021).
DOI: https://doi.org/10.1186/s41239-020-00236-9
Abstract
Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students’ views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by examining the attitudes of 267 SEND students who used, or were aware of, an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). The results suggest a broadly positive acceptability of these e-authentication technologies by SEND students. In the view of these students, the key advantages are the ability of proving the originality of their work, and trust-based e-assessment results; the key disadvantages are the possibility that the technology might not work or present wrong outputs in terms of cheating.
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About
- Item ORO ID
- 74785
- Item Type
- Journal Item
- ISSN
- 2365-9440
- Keywords
- Accessibility; acceptability; e-Authentication; students with special educational needs and disabilities; higher education; personal data
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS) - Research Group
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- Copyright Holders
- © 2021 Merja Laamanen, © 2021 Tarja Ladonlahti, © 2021 Sanna Uotinen, © 2021 Alexandra Okada, © 2021 David Bañeres, © 2021 Serpil Koçdar
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