PERCEIVED POTENTIAL OF E-ASSESSMENT STRATEGIES: AN INNOVATIVE PEDAGOGICAL APPROACH
COVID-19 is a pandemic threat through which the entire planet is affected, and at the same time, everything went through tremendous changes, including education. E-learning has become the sole method of knowledge transfer, even in developing countries, and e-assessment has become more and more crucial in this digital transformation of education. To fully utilize its potential to improve students’ learning demands, however, it must be understood how deeply and how far it has ingrained itself in teachers' minds. This paper aims to examine the perception of teachers regarding e-assessment strategies in the teaching-learning process as well as the challenges they faced while using e-assessment techniques. For this purpose, the researchers employed a self-constructed tool on a sample of 200 school teachers who are presently working in different institutions across the country. By using appropriate statistical techniques, the findings of the present research work discovered a significant difference in perceived usefulness, compatibility, self-efficacy, and resource facilitation as four important domains of e-assessmentwith respect to the gender of teachers at the school level, it is also observed that no significant difference among teachers as per their gender in awareness, and perceived ease of use and ITsupportsthe domain of e-assessment.On the basis of the findings, it is recommended that there is a need for such training programs and capacity-buildingprograms for school teachers that will increase the self-efficacy and compatibility among them regarding the effective usage of e-assessment and evaluation strategies to create an optimal learning environment in the classroom.
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