Developing Strategies for Preventing and Reducing E-Learning Assessment Errors Based on Expert Perspectives: A Qualitative Study

Maryam Mahmoodi; Gholamreza  Shams; Abasalt  Khorasani; Saeed  Safai Movahed

doi:10.61838/xkhy5e25

Authors

Maryam Mahmoodi Ph.D. Student, Department of Educational Sciences, Shahid Beheshti University, Tehran, Iran https://orcid.org/0000-0003-0486-5207
Gholamreza Shams Associate Professor, Department of Educational Sciences, Shahid Beheshti University, Tehran, Iran Author https://orcid.org/0000-0003-4233-3850
Abasalt Khorasani Associate Professor, Department of Educational Sciences, Shahid Beheshti University, Tehran, Iran Author https://orcid.org/0000-0002-6534-458X
Saeed Safai Movahed Assistant Professor, Department of Educational Studies and Curriculum Planning, Islamic Azad University, Qom, Iran Author https://orcid.org/0009-0006-2658-4368

DOI:

https://doi.org/10.61838/xkhy5e25

Keywords:

E-Learning Assessment, Assessment Errors, Prevention Strategies, Error Reduction, Educational Assessment, Thematic Analysis

Abstract

Purpose: This study aimed to develop a comprehensive set of strategies for preventing and reducing errors in e-learning assessment based on the perspectives of experts in e-learning, educational assessment, and educational technology.

Methods and Materials: This applied qualitative study employed thematic analysis. Participants were 12 experts in e-learning, educational assessment, and educational technology who were selected through criterion-based purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s (2021) six-phase thematic analysis approach. The analytical process involved familiarization with the data, initial coding, generation and review of themes, definition and naming of themes, and preparation of the final thematic framework. To enhance the trustworthiness of the findings, multiple expert perspectives were incorporated, the consistency of the findings with previous research was examined, and a systematic audit trail of the data analysis process was maintained.

Findings: The thematic analysis identified eight major strategic domains for preventing and reducing e-learning assessment errors: (1) improving assessment design, (2) enhancing the competencies and professional empowerment of human agents, (3) strengthening technological infrastructure, (4) ensuring assessment integrity, security, and authenticity, (5) improving the quality of assessment instruments, (6) enhancing feedback systems, (7) strengthening management and policymaking mechanisms, and (8) promoting educational ethics and equity. The findings revealed that assessment-error prevention constitutes a multidimensional process extending from assessment design and measurement quality to human competencies, technological reliability, academic integrity, feedback mechanisms, institutional governance, ethics, and educational equity.

Conclusion: Preventing and reducing e-learning assessment errors requires a systemic and multidimensional approach rather than reliance on isolated technological solutions. The proposed framework integrates educational, human, technological, managerial, ethical, and equity-related dimensions across different levels of the electronic assessment process. This framework can provide a practical foundation for developing institutional guidelines, professional development programs, quality-assurance mechanisms, and evidence-informed policies aimed at improving the accuracy, fairness, validity, and reliability of e-learning assessment in higher education institutions.

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