Multiple Attempts in Online Assessments Address Concerns in Academic Honesty: Perceptions of Students and Teachers

Abstract

The Covid-19 pandemic challenged different educational institutions in the country to provide different approaches to many educational concerns such as assessment of student learning and academic honesty. This study dealt with the perceptions of students and teachers about the use of Multiple Attempts Format (MAF) in online assessments and how it addresses concerns in academic honesty. The Perceptions on MAF and Academic Honesty Questionnaire (PMAHQ) served as the main instrument. Of the 545 students who responded to the survey, 89% agreed and strongly agreed that MAF addresses concerns on academic honesty. They strongly agreed that through MAF, they are able to improve their scores in online assessments honestly, and that MAF strengthens their academic honesty. Relatedly, 100% of the 10 teachers who responded to the survey hold very positive perception on MAF. They strongly agreed that MAF teaches students about responsibility, making decisions, and taking risks to improve their scores. They also strongly agreed that because MAF provides students with immediate feedback (shows student's score in the previous attempt), it therefore helps the students decide if they will take the next attempt or not, to improve their scores. The insights obtained from both the students’ and the teachers’ perceptions may be used as bases for improving the online assessment practices in content subjects in the new normal in basic education.

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