Abstract

This review examines the current state of e-assessment and e-marking in East African
universities, focusing on Uganda, Tanzania, and Kenya. The increasing demand for higher
education in the 21st century necessitates a shift in administration and learning outcome
assessment strategies. E-assessment is increasingly important in this context, offering more
qualitative learning experiences. In Uganda, studies highlight the need for enhanced ICT
infrastructure, accessibility, and continuous training for students and lecturers. Tanzania
faces challenges such as lack of digital technology, skills, and policies, while teachers'
perspectives on e-assessment highlight security concerns. Kenya's public universities lack
approved policies and limited e-learning materials utilization. The review concludes that
most East African universities lack the capacity to fully implement e-assessment and emarking.
Recommendations include embracing e-assessment opportunities, promoting
digital literacy, strategically positioning universities as knowledge epicenters, and
implementing a blended assessment approach. East African universities are urged to adopt
e-assessment and align their education systems with the digital age to meet 21st-century
expectations and requirements effectively.