E-ASSESSMENT VIABILITY FROM THE BENEFICIARIESʹʹ STANDPOINTS

Taken for granted that the constructivists’ʹ model of speculation is true in which learner-centered, learnerʹs autonomy and teacher as facilitator factors are backbones in the instruction process; then why not to attribute measurement into the hands of the learner. Hence, pedagogical coursewares in line with e-assessment-based instruction modules, applications and templates can be developed to satisfy the following principles plus more; supportive feedbacks are reported to be magnificently effective to that end. The purpose of this qualitative study is to bounce back beneficiaries’ʹ viewpoints on viability and practicality of e-assessment via a SWOT analysis technique in which well-defined parameters such as Strengths, Weaknesses, Opportunities and Threats (SWOT), based on the learners, teachers, administrators and testing experts attitudes toward that pedagogical model and in line with Richard’s maxims are favored. To this end, four questionnaires, a five-point Likert scale one- for three levels of respondents- ranging from 1(strongly agree) to 5 (no idea), are developed for data elicitation from the beneficiaries’, working in e-learning centers of some Iranian universities or oversea experts. Statistically, participants showed their interest in the strengths and opportunities as well as the operational values of e-assessment. But, the study has a deep challenge in its design; another challenging problem is the low IT literacy of the teachers and administrators and the final one refers to the misconception noble savage of the learners. Finally, this study predicts the future stance of development and expansion of e-assessment in the educational context with more collaboration among learners, teachers, administrators and testing experts in educational settings, while such protocols rely on the elucidations of IT and testing experts.