Digital Assessment

Research proved that feedback as a form of formative assessment can help develop ‘deep learning’ among students (Biggs, 1999). Digital formats allow much faster and much more effective provision of written feedback to students, which, according to researchers (Higgins et al., 2002), is more efficient and encourages students to reflect on their learning. It is also common knowledge that feedback may be taken negatively if it does not provide enough constructive information or it is too general and vague.

A number of educational science developments “have contributed to a deeper understanding of the relationship between feedback processes and effective perceptions of learning” (Whitelock and Watt, 2008; JISC, 2010). Such changes, “acknowledged the importance of self-regulation and peer assessment for learners in deeper engagement and effective learning” (Nicol and Macfarlane-**, 2006; Sadler, 2010).

The best way to provide feedback is to compare assignment submitted in the virtual learning environment or another online environment against the criteria that are listed well in advance along with their weight. Criteria must be clearly shared with learners well in advance, carrying numerical indicators each described by a concrete number. Feedback based on the criteria explained in a measurable way, stating missing facts as evaluation criteria, is the best way to reach fluent dialogue with the learner and concrete reference for assignment and learning improvement.

Digital assessment in this context is beneficial in terms of records in the system revisited by both, the teacher and the learner. Moreover, digital technology allowed teachers to provide audiovisual feedback in a variety of forms.

Experimentation with screen molding technologies in traditional and online classes provided new insights on student engagement, improvement on revision process, and the use of media tools to enhance student learning (Davis and McGrail 2009, Liou and Peng 2009). Thomson and Lee (2012) argued that video feedback is a better tool for in-depth feedback that generates a better understanding and support for the writer than traditional written comments. Hwang and Chang (2011) researched proved that “formative assessment – based mobile learning not only promotes students’ learning interest and attitude, but also improves their learning achievement”.