Abstract:

This work delves into the essence of transparent assessment strategies in higher education (HE). Developed in the scope of the European project DigiProf (Transparent Assessment for Online Learning by Digitally Competent Professors), it emerged from a collaborative effort involving the European Distance and E-Learning Network (EDEN) and five European HE institutions, namely Vytautas Magnus University – Lithuania (coordination), University of Aveiro – Portugal, Duale Hochschule Baden-Württemberg Heilbronn – Germany and Slaski University – Poland.

This paper sets out to outline a workshop, which aimed at clarifying and discussing key elements and ramifications of designing transparent assessment strategies tailored for the online learning milieu in HE.

Participants were challenged to dive into an immersive journey, engaging with essential concepts and digital tools introduced in the DIGI-PROF courses. The workshop embodies an innovative escape room format, fostering exciting and healthy competition, as a way of enhancing the memorability and efficacy of the learning experience.

In terms of methodology, data were collected in a final debriefing session, in which participants engaged in in-depth discussions concerning pivotal aspects in monitoring, supporting, and providing timely, consequent feedback to students.

Drawing insights from this workshop, this paper synthesizes the discussions and outcomes, shedding light on the evolving landscape of transparent assessment in HE. Furthermore, it validates actionable insights derived from the collaborative endeavours of the DigiProf consortium, paving the way for informed pedagogical innovation in online learning environments. Moreover, transparent assessment emerged as an indispensable facet in the micro-credentialization of learning, a phenomenon gaining momentum in contemporary educational landscapes.

Keywords:

Transparent assessment, teacher education, higher education, escape room, collaboration.