Percepções dos docentes portugueses do ensino superior em relação a avaliações online

Cassio Santos; Neuza Pedro; João  Mattar

doi:10.55777/rea.v15i30.4597

Authors

Cassio Santos Universidade de Lisboa, Portugal https://orcid.org/0000-0002-1402-2978
Neuza Pedro Instituto de Educação da Universidade de Lisboa, Portugal https://orcid.org/0000-0001-9571-8602
João Mattar PUC–SP & Unisa https://orcid.org/0000-0001-6265-6150

DOI:

https://doi.org/10.55777/rea.v15i30.4597

Keywords:

e-assessment, Information security, Privacy, Student evaluation, Testing

Abstract

The aim of this study is to identify and differentiate the perceptions of higher education Portuguese teachers on security and privacy issues in online assessments. The investigation interviewed 22 teachers, made online between 06/15/2021 and 07/09/2021, which were analyzed by coding, categorization, and content analysis. There was homogeneity in the perceptions of teachers regarding the need for safety in online evaluation processes, to ensure the identity of students, and avoid accessing unauthorized materials and plagiarism. However, teachers disagreed on how and if the strategies and tools employed for these purposes violate student data protection and privacy laws. The research concludes that the instructional design of online and hybrid courses should include, regarding e-assessment, strategies and tools that consider both the security of the process, as well as respect for data protection and privacy standards. Future studies can replicate the questions and methodology of this research for broader samples.

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Author Biographies

Cassio Santos, Universidade de Lisboa, Portugal

Master in Education and Digital Technologies and PhD student in ICTs (Information Technology and Communication) in Education, both at the Institute of Education of the University of Lisbon. Teacher and research assistant in the same institute. Online tutor on the courses of Research Methodology and E-learning and Distance Education of the Master’s program in Education and Digital Technology. Member of the GPTED (Educational Technologies Research Group).

Neuza Pedro, Instituto de Educação da Universidade de Lisboa, Portugal

Professor in the area of ICTs in Education and teacher in the Initial and Continuous Training program. PhD in ICTs in Education. Member of the Portuguese Scientific and Pedagogical Council for Continuous Teachers’ training (CCPFC) of the Ministry of education. Coordinator of the master’s degree in education and digital technologies and of the Masters’ degree in Teaching Informatics. External Evaluator of the European Research Executive Agency and the Portuguese Agency of Assessment and Accreditation of higher Education. Research areas: teacher training, educational technologies, and Innovative Learning environments.

João Mattar, PUC–SP & Unisa

Professor and Researcher in the areas of Educational Technology, Distance Education, and Research Methods. Director of International Affairs of the Brazilian Association of Distance Education (ABED). Vice-President of the Brazilian Association of Educational Technology (ABT). Master’s Degree in Educational Technology (Boise State University), PhD in Literature (University of São Paulo), and post-doc researcher at Stanford University.

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