E-Assessment Adaptation at a Military Vocational College: Student Perceptions
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Turkish Land Forces Non-Commissioned Officer College, Balikesir, Turkey
Department of Computer Education and Instructional Technologies, Uludag University, Bursa, Turkey
Publication date: 2015-08-25
Corresponding author
Harun Cigdem   

Turkish Land Forces Non-Commissioned Officer College, Balikesir, Turkey, Kara Kuvvetleri Astsubay Meslek Yüksekokulu Bilgisayar Teknolojisi, 10100 Balıkesir, Turkey
EURASIA J. Math., Sci Tech. Ed 2015;11(5):971-988
This survey study examines an assessment methodology through e-quizzes administered at a military vocational college and subsequent student perceptions in spring 2013 at the “Computer Networks” course.

Materials and methods:
A total of 30 Computer Technologies and 261 Electronic and Communication Technologies students took three e-quizzes. Data were gathered via an online questionnaire. A model derived from Technology Acceptance Model 2 (TAM2) was proposed to examine perceptions about the e-assessment system. A structural equation modeling analysis employed to examine relationships among age, type of high school student graduated from, computer ownership, course grade, technological complexity, content of questions in online quizzes, perceived usefulness and intention to use. Also, content analysis was performed on qualitative data.

Results showed that perceptions about question contents significantly affected perceived usefulness. Perceived usefulness had great influence on behavioral intention – substantiating the TAM literature. Student perceptions were neither overly optimistic nor pessimistic qualitatively.

All in all, students appear to require training about e-assessment to benefit from it. The overall implication is that to boost use of e-quizzes, it is imperative to help students recognize the e-quizzes are useful for themselves.

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