OPTIMIZING EVALUATION PRACTICES THROUGH RECONSIDERATION OF STUDENT ASSESSMENT STRATEGIES IN THE HYBRID UNIVERSITY ENVIRONMENT

Abstract

The theoretical foundation of the research problem highlights both a series of choices and priorities of university trainers regarding the adoption of authentic assessing strategies enriched in the virtual environment, as well as certain limits, difficulties and costs entailed by computerized testing, some applications and electronic platforms, testing of new face-to-face assessment tools etc. The aim of the research was to identify those assessing strategies used by university trainers in the virtual environment, which have proven their effectiveness in the online assessment of students and which have been maintained and enriched to be applied in hybrid university training alongside other modern assessment techniques and tools. The research questions that guided the entire study were: What evaluative strategies did university trainers adopt in the virtual environment? What were the most effective assessment strategies adopted according to the specifics of the discipline, assessment objectives and competencies? How were hybrid assessment practices optimized by adopting the new distance assessment strategies? What preferences did students have in hybrid assessment? What advantages and disadvantages are highlighted in adopting such assessment practices? The research methodology brought together qualitative and quantitative research methods, techniques and tools. Main findings describe the particularities of the assessment at the end of the hybrid trainings, the specifics of the design of synchronous and asynchronous student evaluation tasks, the customization of assessment platforms used in electronic evaluation, the adoption of new assessment methods and the improvement of face-to-face assessment techniques and tools.