Thai EFL secondary school teachers' perceptions towards online assessments

The purpose of this study was to investigate Thai EFL secondary school teachers’ perceptions towards online assessments, positive and negative effects of conducting online assessments, as well as challenges faced in online assessments. The study used a quantitative research design and involved 44 Thai EFL secondary school teachers from a southern province in Thailand, who had experience with online assessments. Data were collected through a questionnaire. The findings revealed that the teachers perceived neutral perceptions towards online assessments, most teachers felt comfortable with online assessments and found that online assessments increased the flexibility of time and space. However, the biggest concern was about the security of online assessments, especially cheating and plagiarism. The three main challenges mentioned were teachers’ IT skills, providing cheating or plagiarism protection, and the inequality of basic technological equipment, devices, and internet access. The findings will help teachers, administrators, and stakeholders to develop more effective online assessments system. It is recommended that future research gather information from a larger participant group and from various schools to increase reliability and generalizability.