References
- Akimov, A., & Malin, M. (2020). When old becomes new: A case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education, 45(8), 1205–1221. doi:10.1080/02602938.2020.1730301
- Anderson, J., & Gerbing, D. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155–173. doi:10.1007/BF02294170
- Bentler, P. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. doi:10.1037/0033-2909.107.2.238
- Brown, E., & Dinecola, C. (2020). Technology and community-engaged research. Journal of Technology in Human Services, 38(1), 3–21. doi:10.1080/15228835.2019.1577790
- Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focuses Editions, 154, 126–136.
- Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu.org, 1. Retrieved from https://voxeu.org/article/impact-covid-19-education
- Burke, J., & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland report. County Kildare: Maynooth University. doi:10.13140/RG.2.2.14091.03369
- Child, D. (2006). The essentials of factor analysis. London: Continuum.
- Chatgpt (2020). A large-scale generative pre-training model for conversation, 2020. Retrieved from https://openai.com/blog/chatgpt/
- Ćwil, M. (2019). Teacher’s attitudes towards electronic examination – A qualitative perspective. International Journal of Learning and Teaching, 5(1), 77–82. doi:10.18178/ijlt.5.1.77-82
- Faulconer, E., Griffith, J. C., & Frank, H. (2019). If at first you do not succeed: Student behavior when provided feedforward with multiple trials for online summative assessments. Teaching in Higher Education, 26(4), 1–16.
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSEReview. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergencyremote-teaching-and-online-learning
- Hu, L., & Bentler, P. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. doi:10.1037/1082-989X.3.4.424
- Joreskog, K., & Sorbom, D. (1993). LISREL 8: Users’ Reference Guide. Chicago, IL: Scientific Software International.
- Kannan, V., & Tan, K. (2005). Just in time, total quality management, and supply chain management: Understanding their linkages and impact on business performance. Omega, 33(2), 153–162. doi:10.1016/j.omega.2004.03.012
- Khan, R., & Jawaid, M. (2020). Technology enhanced assessment (TEA) in COVID 19 pandemic. Pakistan Journal of Medical Sciences, 36(COVID19-S4), 21–31. doi:10.12669/pjms.36.COVID19-S4.2795
- Khan, R., Basu, B., Bashir, A., & Uddin, M. (2022). Online instruction during COVID-19 at public universities in Bangladesh: Teacher and student voices. The Electronic Journal for English as a Second Language, 25(1), 10–20.
- Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2020). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 1–20.
- Mahabeer, P., & Pirtheepal, T. (2019). Assessment, plagiarism and its effect on academic integrity: Experiences of academics at a university in South Africa. South African Journal of Science, 115(11/12), 1–8. doi:10.17159/sajs.2019/6323
- Marsh, H., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First-and higher order factor models and their invariance across groups. Psychological Bulletin, 97(3), 562–582.
- Muzaffar, A. W., Tahir, M., Anwar, M. W., Chaudry, Q., Mir, S. R., & Rasheed, Y. (2021). A systematic review of online exams solutions in elearning: Techniques, tools, and global adoption. IEEE Access, 9, 32689–32712. doi:10.1109/ACCESS.2021.3060192
- Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. London: Sage Publications.
- Palloff, R. M., & Pratt, K. (2008). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA: John Wiley & Sons, Inc.
- Ribaux, J., Thevathayan, C., & Hamilton, M. (2021). Improving industry relevance and reducing plagiarism using milestones and video reflections. In 29th International Conference on Information Systems Development (ISD2021).
- Sabzwari, S. (2020). Rethinking assessment in medical education in the time of COVID-19. MedEdPublish, 9(1), 80. doi:10.15694/mep.2020.000080.1
- Sa’di, R., Abdelraziq, A., & Sharadgah, T. (2021). E-assessment at Jordan’s universities in the time of the COVID-19 lockdown: Challenges and solution. Arab World English Journal Special Issue on Covid 19 Challenges, 1, 37–54.
- Schreiber, J. A., Stage, F. K., King, J., Nora, A., & Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338. doi:10.3200/JOER.99.6.323-338
- Sekaran, U. (2003). Research methods for business: A skill building approach (6th ed.). New York: John Wiley and Sons, Inc.
- Susnjak, T. (2022). ChatGPT: The end of online exam integrity? arXiv:2212.09292v1.
- Tereseviciene, M., Trepule, E., Dauksiene, E., Tamoliune, G., & Costa, N. (2020). Are universities ready to recognize open online learning? International Education Studies, 13(2), 21–32. doi:10.5539/ies.v13n2p21
- Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. doi:10.1080/17439884.2020.1761641
- Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241–263. doi:10.1007/s11159-018-9710-5