With the growing adoption of technology in the educational environment, e-assessment is an emerging field in the context of online teaching and learning. The current study is a review of 24 articles concerning EFL e-assessment in higher education that were published from 2020 to 2022. The purpose of this study is to make a new contribution to the literature review on EFL e-assessment in higher education during COVID-19 by focusing on teachers', students', staff's, and managers' perceptions of EFL e-assessment, teachers' practices of EFL e-assessment, cheating and other challenges of EFL e-assessment, and the role of technology in EFL e-assessment. EFL e-assessment may be effective if the assessment procedure is credible and teachers make a deliberate effort to provide assessments that are valid, reliable, fair, and practical for real-world situations. EFL e-assessment may also be used to evaluate higher-order assessment assignments.
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Afshar, H. S., & Ranjbar, N. (2021). EAP teachers’ assessment literacy: from theory to practice. Studies in Educational Evaluation, 70, 101042.
Alghammas, A. (2020). Online language assessment during the COVID-19 pandemic: University faculty members' perceptions and practices. Asian EFL journal, 169-195.
AlTameemy, F. A., Alrefaee, Y., & Alalwi, F. S. (2020). Using blackboard as a tool of e-assessment in testing writing skill in Saudi Arabia. Asian ESP, 16 (6.2).
Andujar, A. (2020). Mobile-mediated dynamic assessment: a new perspective for second language development. ReCALL, 32(2), 178-194.
Chen, Z., Jiao, J., & Hu, K. (2021). Formative assessment as an online instruction intervention: student engagement, outcomes, and perceptions. International Journal of Distance Education Technologies (IJDET), 19(1), 50-65.
Chirumamilla, A., & Sindre, G. (2021). E-exams in Norwegian higher education: vendors and managers views on requirements in a digital ecosystem perspective. Computers & Education, 172, 104263.
Chung, S.-J., & Choi, L.-J. (2021). The development of sustainable assessment during the COVID-19 pandemic: the case of the English language program in South Korea. Sustainability, 13(8), 4499.
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Gungor, M. N., & Gungor, M. A. (2021). Reconceptualizing testing in times of COVID-19 from an activity theory lens: a narrative inquiry of a test-designer’s experiences. The Asia-Pacific Education Researcher, 30(6), 531-539.
Hamdan, R., Ashour, W., & Daher, W (2021). The role of the e-learning departments in controlling the quality of electronic assessments in Palestinian universities during the COVID-19 pandemic. Sustainability, 13(21), 12021.
Hanafiah, W., Aswad, M., Sahib, H., Yassi, A. H., & Mousavi, M.S. (2022). The impact of call on vocabulary learning, speaking skill, and foreign language speaking anxiety: the case study of Indonesian EFL learners. Education Research International.
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Poonpon, K., Charnchairerk, C., Laosrirattanachai, P., Laosrirattanachai, P., Kassaye, L., Sald?raner, G., & Jocuns, K. F. (2021). Test takers’ perceptions of design and implementation of an online language testing system at a Thai University during the COVID-19 pandemic. PASAA, 1-28.
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Saleem, T., Saleem, A., & Batool, R. (2021). Moving from face to face to virtual assessment: Pakistani University students’ perceptions regarding assessment in a time of COVID-19. Multicultural Education, 7(1).
Sitthisak, O., Gilbert, L., & Davis, H. C. (2008). An evaluation of pedagogically informed parameterised questions for self?assessment. Learning, Media and Technology, 33(3), 235-248.
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Zhang, C., Yan, X., & Wang, J. (2021). EFL teachers’ online assessment practices during the COVID-19 pandemic: Changes and mediating factors. The Asia-Pacific Education Researcher, 30(6), 499-507.
Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during COVID-19 pandemic: The case of China. The Asia-Pacific Education Researcher, 30(6), 487-498.
