Confirming the Identity of the Individual Using Remote Assessment in E-learning

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Individual Using Remote Assessment in E-learning</title> <meta name="description" content="Confirming the Identity of the Individual Using Remote Assessment in E-learning"> <meta name="keywords" content="E-learning, remote identification, assessment."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Confirming the Identity of the Individual Using Remote Assessment in E-learning"> <meta name="citation_author" content="Olaf Hallan Graven"> <meta name="citation_author" content="Lachlan MacKinnon"> <meta name="citation_publication_date" content="2012/12/27"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta name="citation_volume" content="6"> <meta name="citation_issue" content="12"> <meta name="citation_firstpage" content="3696"> <meta name="citation_lastpage" content="3699"> <meta 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</p> <p class="card-text"><strong>Abstract:</strong></p> One major issue that is regularly cited as a block to the widespread use of online assessments in eLearning, is that of the authentication of the student and the level of confidence that an assessor can have that the assessment was actually completed by that student. Currently, this issue is either ignored, in which case confidence in the assessment and any ensuing qualification is damaged, or else assessments are conducted at central, controlled locations at specified times, losing the benefits of the distributed nature of the learning programme. Particularly as we move towards constructivist models of learning, with intentions towards achieving heutagogic learning environments, the benefits of a properly managed online assessment system are clear. Here we discuss some of the approaches that could be adopted to address these issues, looking at the use of existing security and biometric techniques, combined with some novel behavioural elements. These approaches offer the opportunity to validate the student on accessing an assessment, on submission, and also during the actual production of the assessment. These techniques are currently under development in the DECADE project, and future work will evaluate and report their use.. <iframe src="https://publications.waset.org/7024.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=remote%20identification" title=" remote identification"> remote identification</a>, <a href="https://publications.waset.org/search?q=assessment." title=" assessment."> assessment.</a> </p> <p class="card-text"><strong>Digital Object Identifier (DOI):</strong> <a href="https://doi.org/10.5281/zenodo.1333052" target="_blank">doi.org/10.5281/zenodo.1333052</a> </p> <a href="https://publications.waset.org/7024/confirming-the-identity-of-the-individual-using-remote-assessment-in-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7024/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7024/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7024/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7024/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7024/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7024/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7024/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7024/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7024/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7024/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1437</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] J. B. Biggs, Teaching for quality learning at university: what the student does, 2nd ed. Philadelphia, Pa.: Society for Research into Higher Education: Open University Press, 2003. <br>[2] D. Boud, Assessment and Learning: contradictory or complementary?" assessment for Learning in Higher education, pp. 35-48, 1995. <br>[3] F. Marton and R. Saljo, "On qualitative differences in learning I. Outcome and process," British Journal of Educational Psychology vol. 46, 1976. <br>[4] P. McKenna and B. Laycook, "Constructivist or Instructivist: Pedagogical concepts practically applied to a computer learning environment," presented at the ITICSE-04, Leeds, UK, 2004. <br>[5] D. Boud, "Assessment and the Promotion of Academic Values," Studies in Higher Education, vol. 15, pp. 101-111, 1990. <br>[6] Y. Cho, "Assessing writing: Are we bound by only one method," Assessing writing, vol. 8, pp. 165-191, 2003. <br>[7] C. Bereiter and M. Scardamalia, The psychology of written composition. Hillsdale, N.J.: L. Erlbaum Associates, 1987. <br>[8] V. Berninger, D. Whitaker, Y. Feng, H. L. Swanson, and R. D. Abbott, "Assessment of Planning, Translating, and Revising in Junior High Writers," Journal of School Psychology, vol. 34, pp. 23-52, 1996. <br>[9] D. E. Powers and M. E. Fowles, "Effects of applying different time limits to a proposed GRE writing test," Journal of Educational Measurement, vol. 33, pp. 433-452, Win 1996. <br>[10] O. H. Graven, D. Samuelsen, and L. M. MacKinnon, "Computer-based Role Playing Game Environment for analogue electronics," International Journal of Online Engineering, vol. 5, pp. 27-33, 2009. <br>[11] O. H. Graven and L. M. MacKinnon, "Prototyping a Games-Based Environment for Learning," presented at the eLearn, Las Vegas, US, 2008. <br>[12] M. Thelwall, "Computer Based Assessment: a versatile educational tool," Computers and Education, V.34, No.1, pp. 37-49, Elsevier 2000 <br>[13] N. Canning, "Playing with heutagogy: exploring strategies to empower mature learners in higher education," Journal of Further and Higher Education, V.34, No.1, pp. 59-71, Taylor & Francis 2010 <br>[14] P.S. Dowland and S.M. Furnell, "A long term trial of of keystroke profiling using digraph, trigraph and keyword latencies," Security and Protection in Information Processing Systems, IFIP 2004, V.147, pp. 275-289, Springer. <br>[15] L. MacKinnon and L. Bacon, "'Reusing an Existing Wheel' Developing Data Architecture for Cooperating Autonomous and Semi-Autonomous, Agent-based Web Services," IETE Technical Review, V.26, No. 5, pp. 330-334, IETE 2009 <br>[16] E. Bacon and L. MacKinnon, "Automated Student Portfolio Development and Verification for Expertise Capture in Learning and Development Activities - the DECADE Approach," Proceedings of Global Learn Asia Pacific 2010 Conference on Learning and Technology, Penang, Malaysia, May 2010, AACE. </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>

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Confirming the Identity of the Individual Using Remote Assessment in E-learning