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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
st
21 September 2021

RP9
Student Feedback on Evaluation of On-line Presentations as the Summative Assessment of an

Undergraduate Course at the Faculty of Agriculture, University of Ruhuna

1
2
3
T.A.D. Sewwandi* , W.M.C.J. Wijekoon , G.Y. Jayasinghe and N.S.B.M. Atapattu 4
1 Department of Agricultural Economics, Faculty of Agriculture, University of Ruhuna, Mapalana,
Kamburupitiya,
2 Department of Soil Science, Faculty of Agriculture, University of Ruhuna, Mapalana,

Kamburupitiya,
3 Department of Agricultural Engineering, Faculty of Agriculture, University of Ruhuna,
Mapalana, Kamburupitiya,

4 Department of Animal Science, Faculty of Agriculture, University of Ruhuna,
Mapalana, Kamburupitiya,

* Corresponding author: sdinusha18@gmail.com

Abstract

Covid-19 pandemic has made a range of hitherto lesser-known educational methods including online
evaluation, an essential component of the teaching-learning process. However, online evaluation

conditions are not yet optimized to meet the educational and socio-economic situations of the country.
In this regard, online evaluation experiences can play a critical role. This study firstly discusses the

steps taken to optimize the online evaluation conditions used for the online presentation assessment

and subsequently, student feedback on the above assessment experience. Online evaluation of the
student presentations of the final year industrial training programme of the undergraduates (n=125)

following three BSc programmes at the Faculty of Agriculture, University of Ruhuna were conducted.
Students were given a questionnaire containing a series of statements and asked to give their feedback

on a five-point Likert scale. The questionnaire was administered using a Google Form. The
comparative analysis was conducted using descriptive statistical methods, the Chi-square test, and

Wilcoxon Signed-Rank. Students gave significantly positive responses for 8 of the 12 statements. They

were; easiness, easy to follow guidelines, systematic nature, interaction with evaluation panel,
answering via zoom, conveying specific skills, playing online presentations less anxious than

conventional presentations. Significantly negative responses were received for two statements; 1)
difficulties due to the use of electronic devices for a long time and 2) anxiousness about the technical

problems that may occur during the sessions. Students strongly agreed that they are competent with

using online tools. Females showed significantly higher competency levels for online software tools
than males. More students preferred online presentation-evaluation (54.3%) than conventional face-to-

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