1.3.5. BEST PRACTICE EXAMPLES

In Moodle, teachers have an opportunity to assess students’ work by judging whether (and to what extent) the assessment criteria / assessment indicators have been met. Teachers can mark against the pre-defined assessment criteria and provide feedback on how well the student managed to achieve certain benchmarks (see Illustration No. 1). This not only allows students to better understand the assessment process, but it also facilitates feedback provisions. As a result, the overall learning process can be enhanced.

Illustration No. 1. Example of Assessment against the Assessment Criteria (VMU Moodle environment)

Using the above demonstrated Moodle tool, teachers are supposed to provide feedback, explaining assessment criteria the student has not met and why s\he received certain grade on the assignment. The application of this Moodle tool may significantly contribute to the transparency of the assessment in a virtual learning environment. Besides, it may offer possibilities for personalized feedback as well. 

Moreover, another Moodle tool that allows teachers to assess students’ work against the pre-defined assessment criteria / indicators is demonstrated in Illustration No. 2 below. The teacher can assess students’ work by giving them a grade and then explaining which assessment criteria have been met. In this case, feedback is supposed to be organized in accordance with assessment criteria / indicators. By giving feedback, the teacher is supposed to explain how well the student has managed to meet the assessment criteria and to justify the given grade. Again, this ensures the transparency of assessment and allows students to better understand the assessment procedures. 

As demonstrated above, the teacher gives grades to the students and indicates the student competence level, which is directly linked to the intended learning outcomes. The feedback is based on the assessment criteria, to put it in order words, the teacher explains which assessment criteria the student has met and where there is room for improvement. 

In short, Moodle tools enable and facilitate the assessment procedures. There is a need to indicate assessment criteria / indicators as this ensures the transparency of assessment procedures in the virtual learning environment. Here, a couple of examples from the VMU Moodle environment have been used to demonstrate how assessment against pre-defined assessment criteria / indicators can be achieved.  

2. Assessment Criteria to increase transparency

Based on key transparent assessment principles, this best practice example lists important steps and tools that can help promote transparency in digital settings. 

First of all, it is important to understand that transparency is more than simply sharing tacit assessment criteria, as it is necessary to guide “students in the practice of using them in context” (Jönsson and Prins, 2019, p. 2). As a result, it is necessary to not only outline the specific outcomes and skills we want students to develop, but also connect them with the actual activities being carried out. In addition, these criteria should be “indicators of quality” (Jönsson and Prins, 2019, p. 2) insofar as they represent different layers and dimensions of students’ performance. As educators, we should, therefore, verify that the assignments and other activities carried out are not only aligned but also proportional to the expected outcomes. This verification can rely on personal reflection, but also on students’ and peer feedback (i.e, should be discussed with practitioners, experts and be shared or co-created with each class). 

In addition to context, this process is ongoing, as it is necessary to revisit the intended outcomes and criteria (which can include detailed descriptions, checklists, marking grids, rubrics, etc.) regularly, providing feedback and monitoring learners’ progress. It is, therefore, important to “plan, monitor and evaluate” (Jönsson and Prins, 2019, p. 3) students’ performance, as this will foster autonomy, engagement, and self-regulation. This process can be supported by the students themselves, as they can assess and provide feedback on each other’s assignments based on the available criteria and feedback, which can also support the development of communities of practice.