Title: Video lesson: Ethical Issues and Credibility
Course: Assessment Using Digital Technology > Section: Ethical and safety aspects of assessment in a digital environment

U ovoj aktivnosti polaznici gledaju obrazovni video u kojem nastavnik visokoškolske ustanove dijeli svoja iskustva i razmišljanja o etičkim i sigurnosnim izazovima u digitalnom vrednovanju. Video je snimljen u obliku intervjua i temelji se na konkretnim situacijama iz prakse.

Teme intervjua uključuju:

- vjerodostojnost i pravednost vrednovanja u online okruženju
- zaštitu privatnosti i obradu studentskih podataka (npr. u skladu s GDPR-om)
- odgovornu primjenu automatiziranih alata i analitike u obrazovanju
- institucionalnu podršku i pedagošku odgovornost nastavnika.

Pitanja::

1. Što za vas znači vjerodostojno i etički odgovorno vrednovanje u digitalnom kontekstu?
2. S kojim se izazovima najčešće susrećete kada pokušavate očuvati vjerodostojnost online vrednovanja?
3. Kojim se alatima i strategijama koristite kako biste osigurali pravedno vrednovanje?
4. Kako pristupate zaštiti studentskih podataka i informiranju studenata o načinu njihove obrade?
5. Postoje li smjernice ili politike na vašoj instituciji koje vam pomažu u ovom području?
6. Gdje povlačite granicu između korisne automatizacije i etički upitne analitike?
7. Kako u vašem okruženju potičete osviještenost nastavnika o etičkim aspektima digitalnog vrednovanja?
8. Koje biste savjete dali kolegama za unapređenje etičnosti u vlastitoj praksi?

Zadatak polaznika:

- voditi bilješke tijekom gledanja, usredotočujući se na odgovore gosta i osobne uvide
- zapisati jednu preporuku iz videa koju smatraju primjenjivom u svojem radu
- pripremiti komentar ili pitanje za nastavak rasprave u povezanom forumu.

Moodle resurs: stranica

Drugi izvori i digitalni alati potrebni za provedbu modula izvan sustava Loomen: /

Videolekcija: https://www.dropbox.com/scl/fi/s1mdqao161sdk3yfzpjw1/6.-e-Sveu-ilista_VL_razrada-videolekcije_Vrednovanje.docx?rlkey=wk79b8a3epmyhc6cz8e9qqw3g&e=1&dl=0

Watch the educational video in which a university teacher shares his experiences and reflections on ethical and security challenges in digital assessment. The video is recorded in the form of an interview and is based on real situations from practice.

The interview covers the following topics:

- credibility and fairness of assessment in an online environment
- protection of privacy and processing of student data (e.g. in accordance with GDPR)
- responsible use of automated tools and analytics in education
- institutional support and the pedagogical responsibility of teachers

Transcript

Welcome to this video lesson in which we discuss ethics and security in digital assessment. What does credible and ethically responsible assessment in a digital context mean to you? Prof. LIVIA PULJAK, Ph. D.: For me, it means that the assessment is carried out in a way that truly examines a student’s knowledge and skills, and that there is no doubt about whether a student may have cheated, whether someone else completed the work, or whether the student used artificial intelligence tools. Credibility and ethical conduct, to me, mean ensuring that the assessment genuinely measures what it is intended to measure. What challenges do you most often encounter in practice when it comes to maintaining the credibility of online assessments? Prof. LIVIA PULJAK, Ph. D.: The most common challenges I see are technical problems, situations in which technology fails and the assessment cannot be conducted properly. For example, an assessment may take place in a classroom where some computers are not functioning, or the Internet connection is unavailable. I have also faced challenges when students are required to complete tasks in the classroom, but attempt to anticipate the assignment and expectations in advance, bringing pre-prepared work with them. In such cases, I can often recognize that they did not complete these assignments themselves. What tools and strategies do you use to prevent academic dishonesty and ensure fair assessment? Prof. LIVIA PULJAK, Ph. D.: I rely exclusively on classroom-based assessment, where students are supervised by the instructor. In this way, I believe the likelihood of cheating is significantly reduced. Sometimes I assign tasks that are not formal exams but required coursework. In such cases, I introduce specific conditions, for example, if a student misses class and do not complete the assignment, they receive a penalty of minus three points, which counts toward the final exam grade. Naturally, students want to avoid negative points, so they attend class. Does your institution have guidelines or rules that help you ensure an ethical framework for assessment? Prof. LIVIA PULJAK, Ph. D.: My institution currently does not have guidelines or rules that would help me ensure an ethical assessment framework. I believe it would be a good idea to develop such guidelines, as they would support not only my own work but also that of my colleagues. Do you think automated assessment and analytics tools always align with ethical principles? Where is the line? Prof. LIVIA PULJAK, Ph. D.: I cannot say that they always align with ethical principles, as I am not familiar with all the tools that exist. The digital assessment tools I use are relatively simple and focus on recognizing a predefined correct answer. I have not used tools that operate differently or that might raise ethical concerns. How important is it for teachers to be aware of ethical and safety issues, and how does your team address them? Prof. LIVIA PULJAK, Ph. D.: I believe this is extremely important. When we act ethically and adhere to safety standards, we can achieve our primary goal, assessment that genuinely evaluates student’s knowledge and skills. How do we address this in our team? We always discuss these issues. If we notice that something has not worked well, we try to agree on how to approach it differently in the future. Through teamwork, we strive to ensure that our work and assessments, especially in digital environments, are ethical and credible. What advice would you give to colleagues who want to improve the credibility and ethical standards of their digital assessments? Prof. LIVIA PULJAK, Ph. D.: I would advise them to seek education on this topic, so they can learn about issued they may not have been aware of, and become more conscious of the various challenges involved. By doing so, we can work together to ensure ethical and credible assessment. Thank you for your valuable insights. In the remainder of the course, we will explore specific tools and policies that support ethical assessment.

Task after watching the video lesson:

- take notes while watching, focusing on the guest's answers and your personal insights
- write down one recommendation from the video that you find applicable in your own practice
- prepare a comment or a question to continue the discussion in the relevant forum