Exploring the Effectiveness and Efficiency of Electronic Testing Methods in Iraqi Higher Education Institutions: An Empirical Investigation

In Iraqi institutions, online education has emerged as an innovative way to conduct examinations and assessments in the wake of the COVID-19 outbreak. The purpose of this study is to gain a deeper understanding of the wider connotations of online evaluation techniques by examining the implementation of digital exams at a technical establishment in Iraq. For the purpose of evaluating their reactions to digital exams, two groups of 532 educators and 5,268 students were analyzed using descriptive statistics and inferential analysis. It appears that a large percentage of teachers (84%) and students (68%) believe the online exams fail to recognize top performers, which results in incorrect results. The online examination system was also viewed favorably by only 20 percent of educators and only 60 percent of pupils. According to the Lakeland Triple Rank Test, both sets of groups provided feedback within the mid-weight range of 1.76-2.54, indicating less disparity and more uniformity among educators. To boost evaluation reliability, a blend of traditional and digital learning methods was suggested to address the widespread dissatisfaction with digital examinations in technical education. For Iraq's technical instruction to be effective and trustworthy, robust infrastructure and extended training are necessary.