Perceptions of Students and Teachers Regarding Remote and Face-to-Face Assessments in the Evolving Higher Education Landscape

In the post-pandemic era, characterized by rapid digital transformation, teaching and evaluation methods must evolve to meet the new reality, as students and educators continue to express concerns about fairness and integrity. The objective of this cross-sectional study was to evaluate the perceptions of students and teachers on the introduction of remote assessments in the context of the evolving higher education landscape, which was significantly disrupted by the 2020 pandemic, but leaving methods and approaches that are still used. Data collection comprised a sample of 989 students and 266 teachers. The results demonstrated a current preference for face-to-face assessments, which were considered fairer and more equitable, with less dishonesty, stress, and time consumption. Dishonesty was the main concern related to remote assessments, both for students and teachers. Remote assessments were undervalued, likely due to the rapid adaptation that did not allow enough time for proper models to be developed. It is believed that improving remote and hybrid assessments will lead to a greater satisfaction and confidence among teachers and students. In the era of artificial intelligence and accelerated advancements in educational technology, this article exposed the limitations and advantages of remote assessment, suggested improvements, and highlighted the gap in perceptions on that evaluation between students and teachers. The findings underscore the need to reimagine traditional pedagogy to accommodate diverse learning preferences, integrate emerging technologies, and develop the skills needed for the rapidly evolving world. New teaching methodologies that help to foster critical thinking are crucial for improving student learning and initiating a necessary paradigm shift in evaluation methods to effectively prevent cheating.