Assessing the impact of format changes: an examination of online versus venue-based summative assessments results at an Open Distance eLearning institution

Erika Van der Westhuizen and Johan Van Huyssteen
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Erika Van der Westhuizen: University of South Africa
Johan Van Huyssteen: University of South Africa

International Journal of Research in Business and Social Science (2147-4478), 2024, vol. 13, issue 6, 339-351

Abstract: Increasing technological advancements and the impact of COVID-19, forced universities worldwide to consider online assessments. This study examined this shift focussing on the performance of students within an Open Distance eLearning institution. A retrospective analysis comparing venue-based and online summative assessments, considering year marks' predictive value, age and gender was conducted on 1738 students from 2019 to 2022. Data analysis was executed using R, including lessR for descriptive and ggstatsplot for regression analyses. The results suggest that students' performance remains consistent regardless of the assessment format. Findings indicate that the year mark is a weak predictor of examination success in both online and venue-based assessments. Age and gender did not show a significant contribution to examination success. The findings emphasise the need for further exploration into assessment modes and student perceptions for future pedagogical strategies. This study underscores the evolving landscape of educational assessment, highlighting adaptability and comprehensive analysis for equitable higher education evaluation. Key Words:Summative assessment, formative assessment, performance, Higher Education, Online assessment

Date: 2024
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