Abstract
This study aimed to reveal the extent to which schoolteachers in Jordan use online e-assessment tools in light of the spread of the COVID-19 pandemic. The study population consisted of all teachers in Jordan, with a randomly selected sample comprising 360 male and female teachers. The study employed a descriptive-analytical method, utilizing a questionnaire to collect data from the sample. The questionnaire was distributed via Google Forms through teacher groups on social networking sites like Facebook and Twitter, as well as through the instant messaging program WhatsApp. Data collection continued for 30 days, and the validity and reliability of the questionnaire were confirmed. The study concluded that the "remote e-question banks" field received an average of 3.28±0.73, indicating a medium degree of utilization; the "remote e-exams" field had an average of 2.89±1.01, also showing a medium degree; and the "remote achievement e-profile" field obtained an average of 2.74±0.99, with a medium degree. The "challenges of using the remote e-assessment tools" field received an average of 3.79±0.67, indicating a high degree of concern. Based on the study results, it is recommended that more attention should be paid to employing the online achievement e-profile for student assessment.
Recommended Citation
Al-Mubasher, Zakria
(2024)
"The Status of Jordanian Teachers' Utilization of E-Assessments During the COVID-19 Pandemic,"
Jordan Journal of Applied Science-Humanities Series: Vol. 39:
Iss.
1, Article 3.
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol39/iss1/3