000			01958nam a22002657a 4500
003			ZW-GwMSU
005			20210429150112.0
008			210429b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aFarinan Victor Temitayo _eauthor
245	1	0	_aUnderstanding students perceptions and challenges of computer-based assessments: _bA case of UKZN _cVictor Temitayo Ferinan
264			_aPretoria: _bUnisa Press and Routledge, _c2018.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 15 , number 1 ,
520			_aAssessments are important to academic institutions because they help in evaluating students’ knowledge. The conduct of assessments nowadays has been influenced by the continuous evolution of information technology. Hence, academic institutions now use computers for assessments, often known as Computer-Based Assessments (CBAs), in tandem with Paper-Based Assessments (PBAs). The literature, however, shows that the use of CBAs has received controversial reactions, and also shows that students face challenges when undertaking CBAs. This study was conducted to understand the perceptions of students and the challenges they face when undertaking CBAs. The study employed a descriptive research approach and data was collected through questionnaires. A total of 210 questionnaires were distributed to students. Findings show that students find it easy to undertake CBA and hence prefer it to PBA. However, the findings also show that students experience challenges that include Internet connectivity and mode of presentation of items, when undertaking CBA.
650	4		_aAssessment
650	4		_aModes of assessment
650	4		_aComputer-based assessment (CBA)
700	1		_aAjayi Narudeen A. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2017.1292112
942			_2lcc _cJA
999			_c156839 _d156839