Designing transparent assessment strategies for online learning in HE (English language)

These rubrics are two-dimensional, encompassing assessment criteria (one in each row) and performance levels (one in each column), and allow for different weightings for different components.

Assessment tasks are defined as any assessment activities or methods that usually occur at the end of the learning cycle and their main goal is to check student’s content knowledge (Carless, 2013). 

Challenge-based learning refers to the identification, analysis and design of a solution to a sociotechnical problem. The learning experience is based on multidisciplinary and collaborative work (with different stakeholders) to develop a solution, which is environmentally, socially and/or economically sustainable (Kohn Rådberg, Lundqvist, Malmqvist, & Hagvall Svensson, 2020).

COIL is based on the students’ use of digital technology to develop collaboration-based activities with international peers; thus, opening up the opportunity for a wider participation in academic mobility programs, which usually demand geographical displacement. 

A process during which learners are strongly encouraged to provide feedback about learning / teaching process to reflect about their learning success and concerns in order to adjust and improve pedagogical strategies as well as to ensure the overall quality of education. Also, students can be asked to provide feedback about their learning / teaching and assessment processes as a way to engage in self-reflective practices and aim to support self-regulated learning and development of metacognitive skills.

It is a pedagogical practice when teaching, learning and assessment activities are directly linked to the intended learning outcomes in order to facilitate student learning (Biggs and Tang, 2007).

Defined as the provision of prompt and opportune reviews or learning suggestions, based on specific tasks or assignments, constructive feedback involves the identification of problem areas, encouraging questioning, and the provision of possible suggestions and/or solutions. In digital settings this feedback can be measured and facilitated by the use of specific tools. (Ching, 2014; Chen, Hung & Fang, 2015)

Feedback is considered to be an inseparable part of teaching / learning and assessment processes. Feedback can be provided in different ways and different modes. Learning technologies can significantly contribute to feedback provisions and the collection process. In fact, The concept refers to a source of information that can be used for the purposes of improvement of learning / teaching and assessment (Wisniewski, et al., 2020). Feedback can be provided by any stakeholders involved (e.g., teachers, students, academic staff, etc.).

The concept of feedback agent refers to any entity (human or digital) that estimates and monitors what is happening in terms of learning. Agents can be teachers, peers, software, etc. (Wisniewski, et al., 2020).