Methods and Tools of Assessment in a Digital Environment

10. Literature

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly.College Teaching, 53(1), 27–30. 

Balaban, I., Mu, E., Divjak, B. (2013). Development of an electronic portfolio system success model: An information systems approach. Computers & Education, 60(1), 396–411. 

Biggs, J., Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.

Bralić, A., Divjak, B. (2018). Integrating MOOCs in traditionally taught courses: Achieving learning outcomes with blended learning. International Journal of Educational Technology in Higher Education, 15(1), 1–28. 

Divjak, B., Žugec, P., Pažur Aničić, K. (2022). E-assessment in mathematics in higher education: A student perspective. International Journal of Mathematical Education in Science and Technology, 55(8), 2046–2068. 

Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). Routledge.

Nicol, D. J., Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. 

Panadero, E., Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. 

Redecker, C., Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.