Publications

This review examines the current state of e-assessment and e-marking in East Africanuniversities, focusing on Uganda, Tanzania, and Kenya. The increasing demand for highereducation in the 21st century necessitates a shift in administration and learning outcomeassessment strategies. E-assessment is increasingly important in this context, offering morequalitative learning experiences. In Uganda, studies highlight the need for enhanced ICTinfrastructure, accessibility, and continuous training for students and lecturers. Tanzaniafaces challenges such as lack of digital technology, skills, and policies, while teachers'perspectives on e-assessment highlight security concerns. Kenya's public universities lackapproved policies and limited e-learning materials utilization. The review concludes thatmost East African universities lack the capacity to fully implement e-assessment and emarking.Recommendations include embracing e-assessment opportunities, promotingdigital literacy, strategically positioning universities as knowledge epicenters, andimplementing a blended assessment approach. East African universities are urged to adopte-assessment and align their education systems with the digital age to meet 21st-centuryexpectations and requirements effectively.