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Group‐based tasks or assignments, if well designed, can yield benefits for student employability and other important attribute developments. However there is a fundamental problem when all members of the group receive the same mark and feedback. Disregarding the quality and level of individual contributions can seriously undermine many of the educational benefits that groupwork can potentially provide. This paper aims to describe the authors' research and practical experiences of using self and peer assessment in an attempt to retain these benefits.

Both authors separately used different paper‐based methods of self and peer assessment and then used the same web‐based assessment tool. Case studies of their use of the online tool are described in Business Faculty and Design School subjects. Student comments and tabular data from their self and peer assessment ratings were compared from the two Faculties.

The value of anonymity when using the online system was found to be important for students. The automatic calculation of student ratings facilitated the self and peer assessment process for large classes in both design and business subjects. Students using the online system felt they were fairly treated in the assessment process as long as it was explained to them beforehand. Students exercised responsibility in the online ratings process by not over‐using the lowest rating category. Student comments and analysis of ratings implied that a careful and reflective evaluation of their group engagement was achieved online compared with the paper‐based examples quoted.

This was not a control group study as the subjects in business and design were different for both paper‐based and online systems. Although the online system used was the same (SPARK), the group sizes, rating scales and self and peer assessment criteria were different in the design and business cases.

The use of paper‐based approaches to calculate a fair distribution of marks to individual group members was not viable for the reasons identified. The article shows that the online system is a very viable option, particularly in large student cohorts where students are unlikely to know one another.

With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.

This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.

The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.

The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.

This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.

In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.

Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data.

The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments.

The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future.

Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to technology-based methods. 10; 10;

This reflective commentary is based on personal reflections and experiences of three senior academics from the same university on the accelerated utilisation of online assessment in accounting education due to COVID-19. Further information was obtained from document analysis, informal conversations with colleagues and observations.

The findings of this paper suggest that despite numerous challenges, online assessments may replace traditional face-to-face assessments such as tests and exams in accounting and if done properly, this could drive significant improvements in student learning and outcomes. Institutions need to invest in appropriate technology, provide appropriate staff training and ensure good online assessment design that incorporates principles of authenticity and fairness. Robust online assessment practices need to be integrated with e-proctoring systems to ensure academic integrity is upheld.

The paper provides functional insights to higher education management, teaching staff and other stakeholders such as professional accreditation bodies on challenges and opportunities in utilising online assessments. It offers guidance to educators on transforming assessment of learning using the power of technology.

The ideas in this paper are original. The paper shares our lived experiences in transforming established assessment practices in accounting courses to align with online teaching and learning due to COVID-19.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to reflect on the shift of assessments online and the potential impact on academic integrity and misconduct. The rapid pivot to online teaching as a result of COVID19 and our experiences in the accounting academy is the embodiment of the phrase “may you live in interesting times”. As teaching and learning activities shifted online, so did assessment of student learning. A topic of great discussion amongst faculty is whether accounting exams should be invigilated online and whether exams should be used at all to assess student learning.

This paper uses personal reflections and experiences to analyse the tensions between the risk of academic misconduct, maintaining assessment security and accreditation requirements of professional accounting bodies during the shift of assessment tasks online in 2020. These tensions are analysed using the fraud triangle framework (Cressey, 1973).

Students face incentives and pressures to engage in misconduct, opportunities that arise from online learning and assessment, and hold complex perceptions around their attitudes towards academic integrity and rationalisations of misconduct behaviour.

Suggestions are made as to how the accounting academy can move forward, taking advantages of online assessment, while still ensuring that our graduates are meeting the competencies required to join the accounting profession.

The advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.

Data were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.

The findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.

This study offered new insights into the intention to use online assessment among diverse student's background.

This study aims to examine the impact of the transformation of an assessment on students’ performance and perspectives in an English for Academic Purposes course in Hong Kong. The assessment was changed from the traditional pen-and-paper mode to an unproctored online mode.

Using mixed methods, the research team analysed the differences between the assessment performances of those who took the course before the pandemic (n = 664) and those who took it during the pandemic (n = 702). Furthermore, focus group interviews were conducted with seven students regarding their perspectives on the unproctored assessment.

The results revealed that, although there were no major differences in the overall grades of the two groups, students who were assessed online during the pandemic performed significantly better in terms of their English use. Nevertheless, the shift to online assessment had several negative effects on the students.

Previous studies on unproctored online assessments (UOA) were concerned with potential learning quality issues, such as plagiarism and grade inflation. This study, however, provided empirical evidence that high-quality assessment delivery can be provided via UOA if the question types and assessment arrangements are carefully decided.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Universitas Terbuka (UT) in Indonesia provides a number of tutorial services to its students. The models of tutorial services are correspondence and face-to-face tutorials, tutorials through radio, written tutorials through internet, and written tutorials through the integration of fax-internet. Some of those models use the internet, such as the online tutorial. To improve the student's knowledge, UT also provides online assessment (OA). One of the intentions of online assessment is to help student to practice their ability in answering the final examination. At first, online assessment was called self-test. The self-test gives 15% contribution to the final scores. UT has provided online assessment since 2007. The online assessment could be accessed at http://student.ut.ac.id.The online assessment doesn't give a score or contribution to the final score. At this time, UT has uploaded 457 subjects of online assessment from 862 subjects at all faculties, or 53,02%. The Faculty of Teaching and Educational Studies has 247 OA, Faculty of Economics has 54 OA, Faculty of Social and Political Science has 57 OA, and Faculty of Mathematics and Natural Science has 99 OA. This study is to evaluate student activities and the development of the subject in online assessment. Results showed that in the second period of 2008, the Faculty of Teaching and Educational Studies has uploaded 185 OA, the Faculty of Economics has uploaded 51 OA, the Faculty of Social and Political Science has uploaded 24 OA, and the Faculty of Mathematics and Natural Science has uploaded 77 OA. From the information we could observe the development of the online assessment from year 2008 until the first period of 2009. The faculties have the online assessment target until the first period of 2009. The data show that in 2009, the Faculty of Economics targeted 53 of the subject has OA, while the Faculty of Social and Political Science has 124 OA, the Faculty of Teaching and Educational Studies targeted 195 OA, and the Faculty of Mathematics and Natural Science targeted 101 OA. Universitas Terbuka (UT) with an open and distance learning system, provides an alternative study program for students with inexpensive cost. The information and communication technology facilitates students to study trough the internet. But only 3 or 4 %of the students take this opportunity.