Construction and Validation of Virtual Assessment Standard Indicator Scale for Universities

Author Information

E. Adenike Emeke, University of Ibadan, Nigeria
Joshua O. Adeleke, University of Ibadan, Nigeria
J. Gbenga Adewale, University of Ibadan, Nigeria
Taiwo Omorinola Oladipo-Abodunwa, The Polytechnic Ibadan, Nigeria
Olutayo T. Omole, University of Ibadan, Nigeria
Israel A. Olasunkanmi, University of Ibadan, Nigeria
Hannah B. Ogunrinde, University of Ibadan, Nigeria
John A. Omosekeji, University of Ibadan, Nigeria
Samuel O. Sodeke, University of Ibadan, Nigeria

Abstract

Virtual teaching and learning in Nigeria gained momentum at all levels of education since the global pandemic of 2020 which compelled the adoption of remote teaching. The resultant shift from traditional to virtual classroom by teachers and lecturers during the pandemic created a problem as most teachers and students lacked the skills needed for the conduct of online examinations, hence the need for the Virtual Assessment Standard Indicator Scale to guide the conduct of virtual assessment using a variance-based structural equation modelling. A total of 1,724 undergraduates studying science, social science and art courses in federal, state and private universities in the South-South geo-political zone of Nigeria were sampled. The estimated reliability indices which were between 0.93 and 0.98 for all the ten (10) latent constructs, the acceptable values of 0.5 or higher of AVEs, and the estimated HTMT values of less than 0.9, established the adequacy of Virtual Assessment Standard Indicators Scale as an essential tool for assessing the academic development of students in virtual classrooms. The scale validation procedures used can be adopted by test developers and researchers within the scope of the findings of this study.

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