Abstract:

Because of its implicit digitalization, the SARS CoV-2 pandemic experience has transformed the dynamics, functionalities and interface of many domains. Especially in the field of education, the transition to a new educational paradigm was felt, with less interactive possibilities for students, paradoxically, due to the reduced options of existing applications, and with multiple challenges in assimilating and evaluating the accumulated knowledge. At the same time, the digitalization of education is undergoing against the background of sometimes reduced and asymmetric digital competencies of teachers, without a generalized training framework and with influences difficult to ignore in the educational process. This study is a snapshot of online assessment from the perspective of teachers, in terms of attractiveness of the experience as a whole, applications used for assessment, students’ perceived learning outcomes, and the authenticity of assessment results. The research tool used was the questionnaire, applied to a number of 1201 teachers from all counties of the country. The findings indicate a less attractive teaching experience, lacking beneficial learning outcomes and in which the evaluation of students did not always reflect their real results, due to cheating, on the one hand, and teachers’ more permissive grading, on the other hand.

Keywords:

Online assessment, online schooling, pandemic schooling, digital school, digital assessment.