IMPLEMENTATION OF ONLINE ASSESSMENT FOR PSYCHOMOTOR DOMAIN IN ENGINEERING PROGRAM: AN INSIGHT FROM STUDENT’S PERSPECTIVE

Abstract

Assessment plays an essential role in learning and must be designed to measure the student's learning and align with the intended learning outcomes. Prior to the pandemic, most of the assessments were performed face-to-face. However, during the pandemic, the assessment could not be conducted as face-to-face activities, which caused challenges to the assessment that required face-to-face implementation. This study seeks to critically examine the implementation of the online assessment conducted during the COVID-19 pandemic to assess the psychomotor learning domain. The study used a qualitative case study that utilized document analysis and interview protocol. Purposive sampling was adopted, and the sample population consists of 60 students taking the course during the March – July 2020 semester. The data collection procedure was separated into Stages 1 and 2, Document Analysis and Semi-structured in-depth interviews analyzed using thematic analysis. The findings show that certain conducted assessments are unsuitable for assessing the psychomotor learning domain due to the nature of the assessment and the criteria adopted to assess the students. It is suggested that the implementation of assessment in assessing students' psychomotor skills through online be re-examined. This study also found that the students had to face four main challenges in conducting the online assessment that could affect the students’ performance: internet connectivity, accessibility to a decent device to complete the assessment, lack of explanation on the assessment and the environment while conducting the assessment.