Abstract
This paper aims to explore the role of e-assessment in making the learning process more visible to the instructor, while revealing its impact on the adjustment of ensuing feedback. We carried out a qualitative analysis of two different cases at two different tertiary institutions. One case took place in a virtual mode, the other developed in blended conditions. Data sources were (1) the instructors’ own design of assessment practices, (2) semi-structured interviews to instructors and students, and (3) discursive written exchanges between participants in the virtual space at different stages of the assessment process. The design of activities which allow peer-to-peer communication to be tracked is the most crucial element for the development of a high level of learning transparency. Although substantial learning transparency does not automatically enhance the instructor’s feedback, it may result in a more comprehensive students’ needs analysis as well as a better adjusted and timely support. Practical recommendations regarding these results are considered.
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