Resumen de Students’ and instructors’ perspectives regarding e-assessment: a case study in introductory digital systems
Ingrid Noguera, Ana Elena Guerrero Roldán, David Bañeres 
, M. Elena Rodríguez
Higher education institutions are increasingly offering opportunities for online learning, yet the issues of identifyingstudents and verifying the authorship of their work limit the adoption of online assessment. Furthermore, little is knownabout the instructors’ and students’ background and confidence in e-assessment. This study analyzes students’ andinstructors’ experiences, trust, and expectations regarding the use of an e-authentication system for e-assessment purposes.A total of 154 students and 12 instructors were surveyed, and two group interviews conducted, within the context of a pilotfor a European project.The pilot consisted of testing several security mechanisms through diverse e-assessment activities inan online university course in digital systems. The results showed that participants had little experience with courses whereall assessments were conducted online. Negative expectations of e-assessment (i.e., workload and time overload) weredispelled while ideas about the expected benefits were realized (i.e., flexibility, mobility and comfort). Attitudes toward e-assessment remained positive despite the technical difficulties that arose during the pilot. The use of security mechanismswas perceived as beneficial and opened up new opportunities for innovative practices in e-assessment but caused somemistrust or sense of invasiveness among participants. This study contributes to advancing the field of technology-enhancedassessment and understanding students’ and instructors’ perspectives on that matter.
