Abstract:

Aiming to identify the most urgent challenges in implementing transparent assessment in Higher Education (HE), and current best practices within this scope, this paper sets out to outline the European project DIGI-PROF (Transparent Assessment for Online Learning by Digitally Competent Professors ), which involves 5 HE institutions (Vytautas Magnus University – Lithuania; University of Aveiro – Portugal), Slaski University – Poland and the European Distance and E-Learning Network (EDEN).

Focussing on one of the project’s outputs (O1), in addition to describing its overall goals, authors will detail the steps leading up to the development of a self-learning course for educators. This course, whose content is based on the results of an international survey addressing this community and their needs, as well as on collaborative desk research activities carried out by all project partners, is structured around 3 key areas, i.e.: designing learning outcomes and criteria-based assessment; involving students in digitally supported learning assessment; and digital assessment methods and tools. The learning materials produced stem from a joint effort and encompass key concepts and good practices within the scope of assessment for online learning, as well as reflective tasks that can support practitioners’ competence development in this area.

As this course has recently been piloted by experts from the different partner institutions, the paper will also outline these insights, hence reflecting on its potential affordances and perceived outcomes and relevance.

Keywords:

Competence, Digital Assessment, Teacher Training, Transparent Assessment.