Exploring Online Assessment Strategies Through the SAMR Model: Insights from Higher Education Lecturers

Tami Seifert*, Kibbutzim College of Education, Tel-Aviv

https://doi.org/10.9743/JEO.2026.23.1.16

Abstract

This study addresses the critical challenge of effectively integrating technology into assessment practices within higher education, a relatively underexplored area in educational research. The study analyzes the assessment levels of online activities implemented by lecturers using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model.

The research sample comprised 101 lecturers from an education college who taught online and posted 191 reflections on their assessment methods. The study aimed to identify issues, practices, and solutions for providing effective online assessment to large numbers of students. Unlike previous research that primarily focused on theoretical applications of the SAMR model, this study empirically examines actual assessment practices across multiple disciplines, providing novel insights into how technology integration manifests in real-world assessment strategies.

Findings reveal that while most assessment practices (88%) were at the Substitution and Augmentation levels, some lecturers implemented innovative methods at higher SAMR levels. This suggests the potential for more transformative online assessment practices in higher education. The study highlights the importance of developing lecturers’ assessment knowledge, online teaching skills, and techno-pedagogical mastery to create effective online learning experiences and adapt to changing educational landscapes.

Keywords: assessment knowledge, online assessment, peer-assessment, SAMR framework

*Corresponding Author: tami.seifert@smkb.ac.il