The impact of online assessment challenges on assessment principles during COVID-19 in Oman


  • Asma Hilal Al-Maqbali Ministry of Education, Oman
  • Raja Maznah Raja Hussain Sultan Qaboos University, Oman


Oman, online assessment, COVID-19, challenges, assessment principles


With the emergence of COVID-19, many educational pillars have been altered from conventional ways to online solutions. The educational assessment has been administered in online environments despite all encountered challenges. This descriptive study aimed to uncover the online assessment challenges that were confronted. Furthermore, it intended to display the impact of these challenges on the assessment principles. A mixed-method approach was adopted for data collection. A survey was used to collect quantitative data from 60 academic staff at Sultan Qaboos University in Oman, and semi-structured interviews were conducted with four of them. The study found some challenges when applying online assessment such as learners’ refusal to turn on cameras, heavy teaching loads, cheating, the long time required for developing online assessment instruments, impersonation/dishonesty, assessing practical experiences, plagiarism, grades’ inflation, assessing group’s work, academic integrity and a large number of students per section. The study concluded that these challenges respectively threatened assessment principles of validity, efficiency, fairness, reliability and variability.


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How to Cite

The impact of online assessment challenges on assessment principles during COVID-19 in Oman. (2022). Journal of University Teaching and Learning Practice, 19(2), 73-92.