A Suggested Perspective to Support the Electronic Assessment at the Public Secondary Stage in Egypt

This study aimed to present a suggested perspective to support the electronic assessment at the Public Secondary Stage in Egypt. To achieve this goal, the descriptive approach was used as it suits the subject of the study, and a questionnaire was designed and directed to teachers, students, educational experts and parents. It included four axes (students - teachers - positive aspects - negative aspects), which were applied electronically and manually to a random sample in the different governorates. The number of respondents reached (197) male and female respondents. The study reached a number of results, the most important of which are: The high percentages of the frequency of consent responses for the total number of axes, which ranged between (71.01% - 87.53%); Where the fourth axis (negative aspects of the electronic assessment) got the highest percentage (87.53%), followed by the teacher axis with a rate (85.51%), followed by the student axis with a rate (73.05%), and the axis related to the positive aspects of the electronic assessment came in last place with a rate (71.01) %).Choosing "the blended assessment” which combines the traditional and electronic assessment has the highest percentage of (69.0%), and that there are statistically significant differences among the study sample members of the governorate variable in the total of the first axis, the total of the second axis, and the total of the four axes are in favor of Cairo governorate, and there are statistically significant differences among the study sample members of the trait variable [teacher, student, educational experts, and parents] in the total of the second axis and the total of the fourth axis and the total of the axes for the benefit of the teacher and the student, and there are no statistically significant differences among the members of the study sample for the gender variable [male - female], and there are statistically significant differences among the members of the study sample for the school variable [public, official languages, private arabic, private languages] in the total of the second axis, the third axis, the fourth axis, and the total of the axes in favor of public and private arabic schools, and there are no statistically significant differences among the study sample members of the environment variable [urban - rural] in the total axes. In light of these results, the study presented a suggested perspective to support the electronic assessment at the Public Secondary Stage in Egypt based on the following axes: following procedures to build confidence and credibility among those concerned with the electronic assessment, establishing mechanisms to compel secondary schools to review their electronic assessment practices frequently to ensure effective implementation, using the blended assessment that combines traditional and electronic ones, overcoming infrastructure problems, providing security measures to overcome the problems of electronic cheating among students.