In this good practice, we present Universidade Aberta´s pedagogical approach to assessment design. Created in 2007 and based on its pedagogical model, this approach has been validated and used throughout the years with success. The approach is introduced both in terms of its pedagogical reasoning and in terms of how it informs regulations and practices.
The Private Technical University of Loja (UTPL), in accordance with the provisions of the Academic Regime Regulation issued by the Council of Higher Education (CES), determines that the evaluation of learning is a key element of the educational model because it allows to know the performance of students during their training process.
At Tampere University of Applied Sciences teachers are provided with a many tools and types of assistance for online teaching and assessment. The guidelines are reviewed regularly and kept up to date to help teachers, for example, to select online assessment tools that meet their needs.
At Tampere University of Applied Sciences subject teachers have developed assessment methods for online courses. Engineering physics teachers have designed online assessment methods for their own engineering physics courses. One of these is a continuous and flexible assessment method that is used and adapted by physics teachers on their own online courses.
When the pandemic started, higher educational institutions were pushed to look for solutions to continue providing their educational services, without delay and the loss of quality. At the Open University of the Netherlands (OUNL), students were provided with an opportunity of online assessment using online proctoring.
"Test Activity in Moodle", was a pilot project promoted by the Universidade Aberta’s rectory, aimed at using the Moodle Test (MT) tool to conduct online tests, replacing the face-to-face exams and/or submissions of final electronic written tests, on the Moodle platform.
An interdisciplinary team of linguists, psychologists, educators and computer engineers who belong to GLOBE Innovation Group (Innovative Didactic Group for Languages in Open and Blended Environments) has explored the applicability of Data-driven Language Learning (DDL) in the context of formal and non-formal education in a two-year teaching innovation project.
Institutes offering online distance learning in higher education, such as open universities, have long tackled issues and challenges related to online distance learning and assessment, presently relevant for most education during the COVID-19 lockdown era. These issues and challenges include those of academic integrity – for example student authentication and plagiarism detection – assessment, and designing appropriate student supporting distance learning environments.
In the academic year 2021/2022 the optional subject "Teaching English as a Foreign Language" has been launched in the Degree in English Studies at Universidad Nacional de Educación a Distancia (UNED) with 584 students enrolled in it. This subject is designed to meet the learning needs of future professionals in the teaching of English as a foreign language, providing an overview of the main methodological principles for English Language Teaching and their practical application.
During the COVID-19 pandemic, and during the closure of universities, we looked for suitable methods of distance assessment in all subjects implemented in the training of future teachers. Most subjects are practically oriented, and assume that there will be a reflection on specific didactic situations.
This best practice case study addresses the need to implement changes when time is short and doing nothing is not an option – for example during a pandemic. It describes the work of a university-wide Academic Implementation Group that was stood up at the Open University UK from March 2020 to March 2021. This group enabled principled and effective decision making. The case study describes the process, reflects on critical success factors and some of the impact at the time and beyond the life of the group.
From the first weeks of the pandemic, it was clear that the usual face to face exams were not an option for the June 2020 call. Thus, the rectorate had to decide whether to postpone them or to implement a remote examination system. Since face-to-face exams represent an important stake for the quality of UNED's teaching and learning processes, this decision was crucial and had to be taken with urgency.
The positive effects of online continuous assessment on student involvement (Rengel, 2009; Holmes, 2015), study planning, and academic results are well known. At the UNED, following academic regulations, teaching teams must include e-continuous assessment activities in the design of their courses. However, these activities are voluntary for students. The weight of continuous assessment in the overall evaluation is low, at around 20% of the final mark.
This subject is part of the formation in English for students of Tourism and enables them to obtain a B2 level in English. When they finish the course, they are expected to cover most grammatical aspects related to the English language, which would help them to employ in the communicative strategies they may need in the industry of tourism. The assessment method attempts to check development of grammatical and lexical skills in both written and oral productions.
TRADILEX is a project which aims at studying how Didactic Audiovisual Translation fosters language learning. It has been implemented in a virtual course through a series of Lesson Plans which contain AVT tasks, and two language skills tests. Assessing the tasks and the language skills in a virtual and asynchronous environment was a paramount challenge. There was a need to have all the data centralised in a concrete platform because making use of different applications was confusing for both, the teachers, and the students in the course.
Jupyter Notebooks can be used as a central tool for the redevelopment of a level two Algorithms and Data Structures module. Oli Howson (Open University UK) highlights the advantages and lessons learned from this approach, focusing on how Jupyter Notebooks streamline the entire assessment process, from development to marking.
The rise of online education, accelerated by COVID-19, underscores the need to address academic dishonesty in online exams. While these exams offer convenience, reduced costs, and quick feedback, they also invite cheating, causing trust issues in certifications and institutional credibility. Creating secure exam settings is crucial to combat this issue and ensure fair and reliable assessments.