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

The concept of feedback loop refers to a process when students submit their assignments for evaluation, then they receive feedback, after that they adjust their assignment accordingly, in such a way improving their learning. A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops (Carless, 2018). Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. 

It is an assessment strategy which combines a number of different assessment methods to collect evidence on student day-to-day learning activities and to inform teaching and learning. The most prevailing feature of formative assessment is feedback provision (Bennett, 2011). 

This type of rubrics is general in scope and addresses different assessment criteria (e.g., clarity, organisation, and mechanics) at the same time in a single scale of performance levels, based on an overall judgement of the student work.

It is becoming more and more relevant to assess the extent to which students construct new knowledge integrating it with prior knowledge. This can be achieved through the development of activities that imply reasoning, as well as analytical and critical thinking.

Learning outcomes can be described as statements or explanations of what a learner will know, understand and will be able to do because of engaging in and successfully completing a series of learning activities. By the definition, learning outcomes encompass the following elements: attitudes, behaviors, skills, and values. (Biggs and Tang, 2007). 

The idea of learning-oriented assessment relates to assessment strategy which puts the main weight on the prospective knowledge gained by assessment. The validation comes from the two-prong approach of reorienting the possibilities gained by a purposely created summative assessment in addition to constructing development from a series of assessments (Carless, 2015).

Peer assessment can be defined as an activity whereby students judge their peers’ performance or understanding (Alqassab & Panadero, 2022; Hoo, Deneen & Boud, 2022). Darvishi, Khosravi, Sadiq and Gašević (2022) also specify that it encompasses the specification of “the level, value, or quality of a product or performance of other equal-status learners” (Topping, 2009, p. 20). It can concern a wide range of student-generated outputs (e.g., oral presentations, essays, portfolios, etc.) and assume multiple formats, i.e.: i) online or in-person, ii) individual (1:1) or group-to-group, iii) open or blinded, etc.

(See 2.1) Peer assessment can be defined as an activity whereby students judge their peers’ performance or understanding (Alqassab & Panadero, 2022; Hoo, Deneen & Boud, 2022). Darvishi, Khosravi, Sadiq, & Gašević (2022) also specify that it encompasses the specification of “the level, value, or quality of a product or performance of other equal-status learners” (Topping, 2009, p. 20). It can concern a wide range of student-generated outputs (e.g., oral presentations, essays, portfolios, etc.) and assume multiple formats, i.e.: i) online or in-person, ii) individual (1:1) or group-to-group, iii) open or blinded, etc.

The concept of peer feedback refers to a situation when feedback is given from one student to a fellow student, allowing students engage into learning process more actively, familiarize with assessment criteria, and develop feedback literacy skills (Boud, Cohen, and Sampson, 2001).

Portfolios can be defined as “ a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas” (Paulson, Paulson, & Meyer, 1991, p. 60).  A portfolio is a powerful assessment tool, as it is based on the systematic and often multimodal collection of a student’s work. In addition to representing a wide array of competences, portfolios may also differ in appearance, style, or presentation, thus providing evidence of students’ achievements regarding pre-defined learning outcomes.