Title: How Digital Technologies Are Changing Assessment Approaches in Education
Course: Assessment Using Digital Technology > Section: Assessment in a Digital Environment

Introduction

Digital technologies are significantly transforming the way we assess learning in higher education, as well as how we use assessment to promote learning and learn through assessment.

We are moving from traditional written tests and essays to digital quizzes, automated analyses of student work, e-portfolios, and tools for collaborative assessment. These changes bring numerous opportunities, but also challenges.

Additionally, in a time of rapid advancement of artificial intelligence, new possibilities are emerging for assessment and individualised evaluation, but also many risks related to the authenticity of student work. This raises questions as to whether it still makes sense to assess homework and projects completed outside the classroom, and whether we should return to more traditional assessment methods.

It is important to understand both sides in order to use digital technologies responsibly and design assessment that is high-quality, fair, and meaningful.

Possibilities of Digital Tools in Assessment

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Challenges of Assessment in Digital Environment

Alongside numerous advantages, digital assessment also raises several important concerns:

Fairness – Not all students have the same digital skills or equal access to technology, which can lead to inequality.

Security and authenticity – Ensuring the authenticity of student work is becoming increasingly challenging, especially with the rise and availability of generative artificial intelligence.

Transparency – It is important to clearly communicate criteria and assessment methods to students, especially when algorithms and AI tools play a role in the process.

Return to traditional methods? – Due to increasing risks of plagiarism and AI-generated work, the question arises as to whether oral examinations or supervised in-person tests should be used more often again.

Digital competence of teachers – Given the rapid development of educational technologies, many teachers struggle to keep up and may not provide instructions or opportunities for students to practise using digital tools before expecting them to use those tools in assessment processes.

The key challenge is finding a balance between innovation and reliability.

Examples of Good Practice

Formative quizzes in Moodle: allow multiple attempts and provide feedback that helps students learn from mistakes, while giving instructors immediate insight into how well students have understood concepts or mastered required routines.

E-portfolios and learning journals: provide students with space to document progress, reflect, and demonstrate the application of knowledge. Journals in Moodle enable the instructor to monitor progress and give real-time feedback.

Peer assessment: digital tools enable students to evaluate and comment on the work of their peers, fostering critical thinking. In Moodle, the Workshop activity can be used for both summative and formative peer assessment, while the Forum can be used for formative assessment.

Artificial intelligence as support: AI-supported tools can offer suggestions for improving essays or analysing language, but always under instructor supervision to preserve the pedagogical purpose of assessment.

Learning environments and systems with learning analytics: the use of data to monitor student engagement and identify difficulties early. Moodle allows instructors to track activities, engagement, and progress in aggregated form (for groups or subgroups of students) as well as for each individual student.

Self-assessment: students evaluate their own progress in relation to learning outcomes and success criteria, thereby developing metacognition. In Moodle, self-assessment can be implemented through surveys, questionnaires, or reflection journals, supported by digital forms and rubrics that help students structure their self-assessment.

Activities for Participants

Annotation

Highlight and comment on key parts of this content using a digital tool of your choice (e.g., Hypothes.is, Miro, OneNote).

Reflection (up to 200 words)

Respond to the question: How are digital technologies changing assessment approaches in your teaching context?

Also consider the following: given the risks related to artificial intelligence, would you prefer returning to traditional methods, or would you rather explore innovative approaches to assessment?

Sharing in the discussion

Post your reflection in the forum discussion on Moodle.

Read and comment on at least one colleague’s reflection to encourage dialogue.

Aim of the Activity

The aim of this activity is to:

- develop critical thinking about the advantages and challenges of digital technologies in assessment;
- encourage you to connect theoretical insights with your own teaching practices;
- prepare a shared foundation for the upcoming discussion, in which we will explore the possibilities and limitations of digital assessment in greater depth.

Self-Assessment and Reflection Questions

Questions for Self-Assessment

1. What are the three main ways in which digital technologies enhance the assessment process in higher education?
2. What are the most common challenges in ensuring fairness and authenticity in digital assessment?
3. How can learning analytics help instructors adapt their teaching and assessment?
4. What is the difference between formative and summative assessment in a digital environment from the perspective of assessment fairness?
5. Do you recognise examples of learning through assessment in your own practice?

Questions for Reflection

1. How could you use digital tools in your course to provide timely and personalized feedback to students?
2. What steps would you take to ensure equal access to digital tools for all students, regardless of their digital skills or technical resources?
3. In what ways could generative artificial intelligence become an ally rather than a threat in the assessment process?
4. If you had to choose between traditional methods (e.g., oral exams or written in-class tests) and digital approaches, which would you choose and why?
5. How could you integrate self-assessment into your course to help students develop metacognitive skills and take greater responsibility for their learning?