OPTIMIZING EVALUATION PRACTICES THROUGH RECONSIDERATION OF STUDENT ASSESSMENT STRATEGIES IN THE HYBRID UNIVERSITY ENVIRONMENT

<doi>10.24250/jpe/2/2023/MGN/FB/MT/NS/</doi>

Abstract

The theoretical foundation of the research problem
highlights both a series of choices and priorities of
university trainers regarding the adoption of authentic
assessing strategies enriched in the virtual environment,
as well as certain limits, difficulties and costs entailed by
computerized testing, some applications and electronic
platforms, testing of new face-to-face assessment tools
etc. The aim of the research was to identify those
assessing strategies used by university trainers in the
virtual
environment,
which have proven their
effectiveness in the online assessment of students and
which have been maintained and enriched to be applied
in hybrid university training alongside other modern assessment techniques and tools. The research questions
that guided the entire study were: What evaluative
strategies did university trainers adopt in the virtual
environment? What were the most effective assessment
strategies adopted according to the specifics of the
discipline, assessment objectives and competencies? How
were hybrid assessment practices optimized by adopting
the new distance assessment strategies? What preferences
did students have in hybrid assessment? What advantages
and disadvantages are highlighted in adopting such
assessment practices? The research methodology brought
together qualitative and quantitative research methods,
techniques and tools. Main findings describe the
particularities of the assessment at the end of the hybrid
trainings, the specifics of the design of synchronous and
asynchronous student evaluation tasks, the customization
of assessment platforms used in electronic evaluation, the
adoption of new assessment methods and the
improvement of face-to-face assessment techniques and
tools.