| Title: | Knowledge assessment patterns for distant educationž : the perceived impact on grading, motivation, and satisfaction |
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| Authors: | ID Beranič, Tina (Author)
ID Heričko, Marjan (Author)
ID Pavlič, Luka (Author) |
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| Files: |  sustainability-16-04166.pdf (232,12 KB)
MD5: F9DE57C6EE5B94380629DBD1F21802B7
 https://www.mdpi.com/2071-1050/16/10/4166
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| Language: | English |
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| Work type: | Article |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FERI - Faculty of Electrical Engineering and Computer Science
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| Abstract: | With the increase in remote learning, the efficient implementation of distant knowledge assessments has become an essential topic. New challenges have arisen that have had to be adequately addressed and successfully solved. As a response, we introduced an assessment patterns catalogue for distant education, handling various challenges by proposing possible solutions. The catalogue presents a collection of proven practises targeting knowledge assessment in digital and distant environments. The paper presents the survey results from the final step of catalogue creation. The objective was to verify its suitability and expedite its use, focusing on several aspects of knowledge assessment. We focused on the perceived assessment patterns’ impact on grading objectivity and consistency, as well as students’ motivation and satisfaction with an implemented assessment, explored from the students’ and teachers’ perspectives. We gathered data using a uniform questionnaire distributed between students and teachers, both actively involved in distant knowledge assessment. Detailed data analysis highlighted the patterns with the highest perceived impact on the previously mentioned assessment aspects. We also analysed the top-rated patterns within the pattern categories. The results depict a high overlap between students’ and teachers’ perspectives, wherein patterns like Pentathlon, Statistical Validator, Game Rules, and Bonus Points were perceived as the patterns with the highest impact on grading objectivity and consistency, as well as the patterns with the most significant impact on students’ motivation and satisfaction. |
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| Keywords: | remote assessment, distance education, assessment patterns, assessment practises, good practises, catalogue, validation, consistency, objectivity |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Submitted for review: | 04.03.2024 |
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| Article acceptance date: | 13.05.2024 |
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| Publication date: | 16.05.2024 |
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| Publisher: | MDPI |
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| Year of publishing: | 2024 |
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| Number of pages: | 17 str. |
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| Numbering: | Vol. 16, iss. 310, [article no.] 4166 |
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| PID: | 20.500.12556/DKUM-96767  |
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| UDC: | 659.2:004 |
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| ISSN on article: | 2071-1050 |
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| COBISS.SI-ID: | 196196611 |
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| DOI: | 10.3390/su16104166 |
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| Copyright: | © 2024 by the authors |
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| Publication date in DKUM: | 28.01.2026 |
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| Views: | 115 |
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| Downloads: | 3 |
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| Metadata: |    |
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| Categories: | Misc.
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