Abstract:

Implementation of the Bologna process at the University of Osijek initiated some inevitable changes and among various novelties associated with the Bologna process is continuous monitoring and evaluation of students’ achievements as an integral part of summative assessment. Considering the importance and benefits of continuous assessment in higher education, as well as a great impact of information and communications technology (ICT) on educational processes, it is important to integrate technology into continuous assessment practices. Moodle-based exams may serve as an alternative to conventional paper-and-pencil-based exams.

The purpose of this paper is to provide insight into current practices at the University of Osijek in using ICT as a continuous summative assessment tool e.g. whether and to what extent computer based exams are used by teachers of Mathematics and Foreign languages regarding their age, gender and years of teaching. Furthermore, the paper gives an insight into different types of summative assessment at the University of Osijek and it aims to identify the types of questions that are commonly used to evaluate students’ achievements in Mathematics and Foreign languages, two courses from completely different fields of study. The authors finally analyse reasons for supporting and preventing teachers from using ICT for summative assessment as well as their satisfaction with this type of assessment if they use it.

A survey methodology approach was used in this study.

Keywords:

Information and communications technology (ICT), (online) continuous summative assessment in higher education, Mathematics, Foreign languages.