Document Type : research article
Authors
1
Department of German Language and Literature, Faculty of Literature and Humanities Shahid Beheshti University, Tehran, Iran.
2
Department of German Language and Literature, Faculty of Foreign Languages, University of Tehran, Tehran, Iran.
3
Professor at the North Rhine-Westphalia Police and Public Administration University (HSPV NRW).
Abstract
Objective: This study aimed to investigate the effectiveness of online assessments in higher education in Iran and Germany. The theoretical framework was grounded in interpretive and consequential validity as well as the concept of constructive alignment in instructional design.
Method: Conducted between 2024 and 2025, the research employed a qualitative phenomenological approach based on the lived experiences of university faculty members. Data were collected from 13 instructors through semi-structured face-to-face interviews in Iran and open-ended qualitative and audio questionnaires in Germany. The textual and audio data were analyzed using MAXQDA 2022 software, following Braun and Clarke’s six-phase thematic analysis. To enhance trustworthiness, strategies such as data triangulation, participant review, and parallel coding by two researchers were applied.
Results: The findings revealed that, in addition to challenges such as exam security and cheating, reduced quality of feedback and educational interaction, technical difficulties, and unequal access, the participants also highlighted opportunities including temporal and spatial flexibility, cost efficiency, scalability of assessment, and functionality during crises. These themes were organized into three core components: learning-centeredness, equity, and feedback. A comparative analysis between Iran and Germany showed that although security and technical issues were common in both countries, their intensity was higher in Iran due to weaker technological infrastructure and lower digital readiness. Conversely, both countries experienced similar advantages such as flexibility, cost reduction, and the enhancement of digital skills. Based on these findings, several strategies were proposed, including redesigning assessments with an emphasis on open-ended and project-based questions, developing secure local platforms, training instructors in test design skills, and improving students’ digital literacy.
Conclusions: These results can contribute to educational policymaking, enhancement of assessment quality, and strengthening of trust in online evaluation.
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