Learning assessment techniques in university e-learning

Document Type : Original Article


1 . PhD in Educational Administration, Department of Educational Science, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.

2 Associate Professor, Department of Educational Science, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.

3 Assistant Professor, Department of Educational Science, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.

4 Associate Professor of Educational Administration, Department of Education Leadership and Development, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.



Objective: Since learning assessment in e-learning courses is still a question mark, the aim of this study is to identify e-learning assessment techniques in university e-learning.
Methods: The research was conducted in two ways, mixed systematic review in valid scientific journals in the field of e-learning and qualitative approach with phenomenological strategy. In the mixed systematic review method, 10 Q1 journals in the field of e-learning that were selected from SCImago Journal Rank, were searched. In the qualitative approach, faculty members and instructors of e-learning courses in universities in the field of educational sciences and educational psychology were the population of this study that were selected using a criterion-based purposeful sampling method. And through semi-structured interviews, data were collected until the researcher achieved theoretical saturation, and in the twelfth interview, theoretical saturation was achieved. The data obtained from the interview were analysed by Colaizzi coding method.
Results: Based on the results of mixed systemetic review, various assessment techniques were identified in university e-learning courses at the international level. Also, based on the findings of the interviews, two themes were obtained: "during the semester" and "at the end of the semester", and twelve subcategories were obtained.
Conclusion: Assessment of learning in e-learning environments is learner-centered, which emphasizes the active role of the learner in the learning process.


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