E-learning assessment of learning outcomes of learners

- Радкевич, О.П. (orcid.org/0000-0002-2648-5726) (2022) E-learning assessment of learning outcomes of learners Professional Pedagogics, 1 (24). pp. 323-327. ISSN 2707-3092

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Abstract

Relevance: The incessant growth of high technologies in society and education, in particular, has shifted traditional learning formats. The pandemic and military actions have compelled educators to transition the learning process to a remote format. This transition necessitates new approaches to testing and evaluating learning outcomes using electronic technologies, which are widely used in remote and blended learning. Scientific interest is sparked by mobile learning, which introduces a new phase in the educational process, taking into account various contexts through social and content interaction using personal electronic devices. Consequently, there is an urgent need to review the existing paradigm of learning and evaluation. Objective: To substantiate approaches to the implementation of electronic assessment of learning outcomes for education seekers, taking into account foreign experience. Methods: Theoretical analysis of scientific and educational-methodological literature on the research problem; comparison, systematization, and generalization of data for the generalization of theoretical materials and the specification of basic research concepts; empirical observations, modeling of educational situations. Results: During electronic learning, a continuous process of assessment of its outcomes is characteristic, in which information and communication technologies are used for the rapid transmission of respondents' answers. In this process, diagnostic (assesses the presence of subject knowledge; shows results; does not provide feedback; is not value-based; not individualized), formative (assesses the learning process; always positive; individualized; value-based; provides feedback), and summative (assesses learning outcomes; makes evaluative judgments; applied according to standards; shows shortcomings) assessment functions are implemented, depending on the stages of learning at which the assessment is conducted. Conclusions: The main obstacles to the development of electronic assessment on a school-wide scale for any subject are time and faculty preparation. There are also issues related to software for electronic assessment, such as compatibility with existing systems, scalability, performance, security, and limitations arising during updates, maintenance, and servicing. Electronic assessment is highly dependent on technological systems and tools.

Item Type:	Article
Keywords:	assessment of learning outcomes, electronic assessment, testing, objectivity, distance education, general secondary education
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 ІКТ ( Application-oriented computer-based techniques ) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Monitoring and Assessment of the Quality of General Secondary Education
Depositing User:	д.,с.н.с Олександр Петрович Радкевич
Date Deposited:	19 Oct 2023 07:35
Last Modified:	19 Oct 2023 07:35
URI:	https://lib.iitta.gov.ua/id/eprint/737022

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