Designing assessments

Assessment must not be the end of the learning process – it is a tool for encouraging and shaping learning. The real goal is not merely to grade, but to help students understand where they are and how they can progress. In this sense, formative assessment becomes a key aspect of everyday pedagogical practice.

References

Moodle Documentation :

MZOM (2020) Guidelines for the Assessment of the Learning Process and the Achievement of Learning Outcomes in Primary and Secondary Education

University of Rijeka (2022) Guidelines for the Assessment of Learning Outcomes in Higher Education Teaching

Divjak, B. Checking the Consistency and Achievement of Learning Outcomes . UNIQInfo No. 5, September 2014, pp. 10–13.

Tomaš, S. Monitoring and Assessment Using Digital Tools . Edutorij CARNET.

Additional literature on assessment for those who want to learn more:

Moodle Documentation in English

Divjak, B., Rienties, B., Svetec, B., Vondra, P., & Žižak, M. (2024). Reviewing Assessment in Online and Blended Flipped Classroom . Journal of University Teaching and Learning Practice, 21(7).

Divjak, B., Svetec, B., & Horvat, D. (2024). How Can Valid and Reliable Automatic Formative Assessment Predict the Acquisition of Learning Outcomes? . Journal of Computer Assisted Learning, 2024;40:2616–2632.

Divjak, B., Svetec, B., Horvat, D., & Kadoić, N. (2023). Assessment Validity and Learning Analytics as Prerequisites for Ensuring Student-Centred Learning Design . British Journal of Educational Technology, 54, 313–334.

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.