Exploring Diploma Students' Perspectives on Online Assessment

Addressing Challenges in the ESL Classroom

Abstract

Assessment has long been a topic of concern in Malaysian higher learning institutions, leading to a rapid shift from traditional assessment methods to online approaches following the COVID-19 pandemic. However, there is still limited understanding of learners' experiences with online assessment during this uncertain time, highlighting the need for further exploration. A study was carried out to investigate Diploma students’ perceptions of online assessment and the challenges faced in completing online assessments particularly among English as a Second Language (ESL) learners. The study employed a quantitative research design and involved a group of second year full-time Diploma students (n=62) from a public university in Sarawak, Malaysia. Findings revealed that students had a positive attitude towards online assessment as an integral aspect in learning. Online assessment is believed to be an important tool to facilitate self-learning, is unbiased and fair, and helps to provide immediate feedback on students’ performance. However, economic constraints and time limitations emerged as significant challenges of handling assessments online. The findings carry implications on curriculum development across different programs in designing feasible and effective online assessment in higher education.