Title: Zadano za e-Škole II. faza - ogledni tečaj
Course: Assessment Using Digital Technology

Zadana kategorija za pitanja iz konteksta 'e-Škole II. faza - ogledni tečaj'.

Feedback shared by this category's questions, if right: Vaš odgovor je točan.
Feedback shared by this category's questions, if partly right: Vaš odgovor je djelomično točan.
Feedback shared by this category's questions, if wrong: Vaš odgovor nije točan.

Q: Which statement best describes formative feedback?
- It is used exclusively for the final evaluation of the student's work.
- It is aimed at evaluating the final knowledge.
- It helps the student to improve their work during the learning process.
- It only applies to the evaluation of group projects.
A: It helps the student to improve their work during the learning process.

Q: What are the advantages of peer assessment in the educational process?
- Develops students' critical thinking skills
- Provides students with a deeper understanding of evaluation criteria
- Eliminates the need for teacher evaluation
- It encourages responsibility and active participation in the learning process
- It is used exclusively to check correct answers in tests.
A: Develops students' critical thinking skills; Provides students with a deeper understanding of evaluation criteria; It encourages responsibility and active participation in the learning process

Q: Which of the following statements describe effective feedback?
- Clear and understandable for students
- Given on time, while it is still possible to improve the work
- It mostly includes general praise of students' work
- Includes specific suggestions for improvement
A: Clear and understandable for students; Given on time, while it is still possible to improve the work; Includes specific suggestions for improvement

Q: What are the good practices that you, as teachers, will point out to students before giving peer feedback?
- Focusing on specific parts of the work with a clear explanation
- Making suggestions for improvement instead of just pointing out flaws
- Criticizing the personal characteristics of a colleague that are reflected in the work
- Using language that is constructive and supportive
- Avoiding any comments so as not to offend a colleague
A: Focusing on specific parts of the work with a clear explanation; Making suggestions for improvement instead of just pointing out flaws; Using language that is constructive and supportive

Q: Match the type of feedback with its description:
- Formative | It is given in the learning process, aimed at progress
- Summative | It is given at the end, it is used for evaluation
- Automatic | It is generated by the system immediately after the activity
- Peer | Students give it to each other in the learning process

Q: Which of the following examples represent effective feedback?
- "You have started the introduction well, but think about defining the main research problem more clearly."
- "I appreciate the structure of the paper. Next time try to connect the theoretical framework with the results more clearly."
- „This is not satisfactory.“
- "The chart is clear and appropriate, but please add a data source to make it complete."
- „Great work!“
A: "You have started the introduction well, but think about defining the main research problem more clearly."; "I appreciate the structure of the paper. Next time try to connect the theoretical framework with the results more clearly."; "The chart is clear and appropriate, but please add a data source to make it complete."

Q: What is the role of the teacher in the feedback process?
- Just evaluate the final paper
- Guide students through the process and provide meaningful guidance for progress
- Just monitor progress without intervening in students' work
- Only evaluate papers after the end of the course
A: Guide students through the process and provide meaningful guidance for progress

Q: What are the possible positive effects of peer feedback?
- Developing metacognitive skills
- Greater student involvement in the learning process
- Changing the role of the teacher
- Improving understanding of evaluation criteria
A: Developing metacognitive skills; Greater student involvement in the learning process; Improving understanding of evaluation criteria

Q: What are the benefits of automatic feedback in digital quizzes?
- Students receive immediate information about the accuracy of their answers
- Encourages self-reflection and real-time error recognition
- Replaces the need for any feedback from the teacher
- Allows teachers to gain insight into student understanding and error patterns
- Always provides personalized advice for each student
A: Students receive immediate information about the accuracy of their answers; Encourages self-reflection and real-time error recognition; Allows teachers to gain insight into student understanding and error patterns

Q: Link agents with their responsibilities in the feedback process:
- Teacher | Guides, structures, and evaluates the process of giving and using feedback
- Student - feedback provider | Prepares constructive and clear feedback to a colleague
- Student - feedback receiver | Considers, respects, and uses feedback to improve work

Q: What are the fundamental features of credible valuation?
- Authenticity
- Transparency
- Righteousness
- Rigor
A: Authenticity; Transparency; Righteousness

Q: Digital evaluation is only credible if it includes monitoring via a web camera.
- True
- False
A: False

Q: Match the principle with its description:
- Righteousness | All students have equal evaluation conditions.
- Transparency | Students know in advance how they will be evaluated.
- Authenticity | Evaluation activities correspond to real situations.

Q: What are the possible ethical dilemmas associated with automated evaluation?
- Algorithm bias
- Lack of feedback
- Students' consent to the method of evaluation
- Excessive transparency
A: Algorithm bias; Lack of feedback; Students' consent to the method of evaluation

Q: Students have the right to know how the digital system automatically evaluates their answers.
- True
- False
A: True

Q: What strategies can help teachers ensure authenticity in digital assessment?
- Using problem tasks that reflect real situations
- Asking random questions from a large database of questions
- Giving assignments that require personal reflection or application of knowledge to one's own context
- Using only filler questions without context
- Allowing students to choose their own assignment topic within the learning outcomes
A: Using problem tasks that reflect real situations; Giving assignments that require personal reflection or application of knowledge to one's own context; Allowing students to choose their own assignment topic within the learning outcomes

Q: What is important when using personal data of students in digital evaluation?
- Obtain student consent
- Share data with third parties when necessary
- Store data in accordance with regulations (e.g., GDPR)
- Inform students about their rights
A: Obtain student consent; Store data in accordance with regulations (e.g., GDPR); Inform students about their rights

Q: Which statements accurately describe an educational institution's obligations under the General Data Protection Regulation (GDPR)?
- Students have the right to know what personal information about them is being collected and how it is being used.
- The institution can permanently store all student data without a time limit.
- It is necessary to obtain the informed consent of the student for the processing of sensitive personal data.
- The educational institution must ensure the protection of personal data from unauthorized access.
- Teachers are free to use students' personal information for commercial purposes if it is in an academic context.
A: Students have the right to know what personal information about them is being collected and how it is being used.; It is necessary to obtain the informed consent of the student for the processing of sensitive personal data.; The educational institution must ensure the protection of personal data from unauthorized access.

Q: Match the term with its description:
- Consent | Student approval for processing personal data
- Right of access | The student's right to know how his data is used
- Privacy | Protection of personal information and identity

Q: What are the responsibilities of teachers in ensuring ethical evaluation?
- Clearly communicate evaluation criteria
- Ensure equal access to evaluation for all students
- Keep student data in physical form without special protection measures
- Avoid bias in evaluation
A: Clearly communicate evaluation criteria; Ensure equal access to evaluation for all students; Avoid bias in evaluation

Q: What is the main difference between assessment and grading?
- Assessment refers only to grades, while grading includes the feedback that instructors provide to students.
- Grading includes a broader range of activities than assessment.
- Assessment is a broader concept that includes collecting information about learning, while grading is the activity of assigning marks based on the results of the assessment.
- Assessment and grading are essentially synonyms.
A: Assessment is a broader concept that includes collecting information about learning, while grading is the activity of assigning marks based on the results of the assessment.

Q: Which statements accurately describe the principles of constructive alignment in course planning and assessment? Select all that apply.
- Learning outcomes, learning activities, and assessment must be aligned with one another.
- Learning activities should be selected independently of the learning outcomes in order to encourage creativity.
- Assessment should measure exactly what the learning outcomes define.
- Automated formative assessment can contribute to constructive alignment if it is linked to the learning outcomes.
- The focus of constructive alignment is on teaching rather than on learning.
A: Learning outcomes, learning activities, and assessment must be aligned with one another.; Assessment should measure exactly what the learning outcomes define.; Automated formative assessment can contribute to constructive alignment if it is linked to the learning outcomes.

Q: Which Moodle activity allows students to keep personal records of their own learning that only the instructor can see?
- Forum
- Wiki
- Journal
- Workshop
- Choice
A: Journal

Q: Match each type of assessment with its purpose.
- Diagnostic | Utvrđivanje predznanja studenata
- Formative | Praćenje i usmjeravanje učenja
- Summative | Završna procjena znanja

Q: What are the advantages of using rubrics in digital assessment?
- Transparency of criteria
- Subjectivity in grading
- Structured feedback
- Fairness in determining final grades
- Alignment with learning outcomes
A: Transparency of criteria; Structured feedback; Alignment with learning outcomes

Q: Which recommended assessment adjustments in a digital environment help ensure fairness, reliability, and student motivation? Select all that apply.
- Combine different assessment methods and tools (e.g., quiz, forum, project).
- Rely exclusively on automated assessment of student responses
- Clearly communicate the criteria and purpose of assessment and involve students in understanding the standards.
- Use automated formative assessment with personalized feedback.
- Rely solely on summative tests to reduce teacher workload.
- Monitor data from the learning management system to adjust activities in a timely manner.
A: Combine different assessment methods and tools (e.g., quiz, forum, project).; Clearly communicate the criteria and purpose of assessment and involve students in understanding the standards.; Use automated formative assessment with personalized feedback.; Monitor data from the learning management system to adjust activities in a timely manner.

Q: Which activities in a digital environment most strongly promote the development of metacognition in students? Select all that apply.
- Time-limited quiz
- Reflective journals or essays in which students analyze their own learning strategies.
- Self-assessment and peer assessment using rubrics in Moodle.
- Automated quizzes that provide only a grade without feedback.
- Discussion forums in which students compare their approaches to problem-solving.
- Activities in which students plan their own progress and set learning goals.
- Summative assessment in the form of a written exam.
A: Reflective journals or essays in which students analyze their own learning strategies.; Self-assessment and peer assessment using rubrics in Moodle.; Discussion forums in which students compare their approaches to problem-solving.; Activities in which students plan their own progress and set learning goals.

Q: What is the main difference between metacognition and self-regulated learning?
- Metacognition refers to thinking about one's own thinking and managing cognitive processes, while self-regulated learning also encompasses the motivational and behavioral aspects of learning.
- There is no difference – metacognition and self-regulated learning are synonyms used in different contexts.
- Metacognition is a broader concept that includes emotional and motivational aspects, while self-regulated learning refers exclusively to cognitive processes.
- Metacognition involves goal setting and managing motivation, while self-regulated learning refers only to thinking about learning.
- Self-regulated learning is an innovative learning method, and metacognition is associated with the acquisition of skills.
A: Metacognition refers to thinking about one's own thinking and managing cognitive processes, while self-regulated learning also encompasses the motivational and behavioral aspects of learning.

Q: What is the basic difference between the Workshop and Assignment activities in Moodle?
- The Assignment allows single-level assessment, while the Workshop does not.
- The Workshop includes a phase in which students assess their peers’ work, while the Assignment involves only the teacher’s assessment.
- The Assignment automatically generates questions based on the content, while the Workshop does not.
- The Workshop is used only for group projects, while the Assignment is used for individual tasks.
A: The Workshop includes a phase in which students assess their peers’ work, while the Assignment involves only the teacher’s assessment.

Q: Match each assessment method with the type of learning outcome for which it is most appropriate.
- A written multiple-choice quiz | Demonstrate understanding of basic concepts and facts
- Project work in teams | Apply theoretical knowledge in solving practical problems
- Reflective essay | Analyze your own learning process and identify areas for improvement
- Forum discussion | Argumentatively discuss a certain problem and react constructively to other people's ideas

Q: What is the basic difference between assessment and grading?
- Assessment includes only grades, whereas grading also encompasses additional comments provided by the instructor to students.
- Assessment is a broader term that involves collecting information about learning, whereas grading refers to assigning a final mark, which is most often numerical.
- Grading is a broader concept than assessment because it takes place after the assessment process.
- Assessment is used only for formative tasks, while grading is used for summative tasks.
A: Assessment is a broader term that involves collecting information about learning, whereas grading refers to assigning a final mark, which is most often numerical.

Q: Which statements accurately describe the role of formative assessment in relation to learning outcomes?
- Formative assessment helps students understand how close they are to achieving the learning outcomes.
- Formative assessment is used exclusively to calculate the final grade.
- Formative assessment enables the instructor to adjust teaching so that students can more easily achieve the learning outcomes.
- Formative assessment is not related to learning outcomes because it is used only to motivate students to study better.
- Formative assessment activities provide feedback that guides students toward achieving the learning outcomes.
A: Formative assessment helps students understand how close they are to achieving the learning outcomes.; Formative assessment enables the instructor to adjust teaching so that students can more easily achieve the learning outcomes.; Formative assessment activities provide feedback that guides students toward achieving the learning outcomes.

Q: Which activities in a digital environment represent examples of formative assessment?
- Final exams in LMS
- An interactive online quiz with automated feedback
- A reflection forum
- E-portfolio for final project
A: An interactive online quiz with automated feedback; A reflection forum

Q: Match the elements of constructive alignment with their roles in the learning process:
- Learning outcomes | They define what the student should know and be able to do after the learning process.
- Learning activities | They provide students with opportunities to achieve the defined learning outcomes.
- Assessment activities | They check to what extent students have achieved learning outcomes.
- Student workload | It must be appropriate to the scope of the content and the time available for achieving the learning outcomes.

Q: Which type of assessment is used before the start of the learning process to determine students’ initial levels of knowledge?
- Formative assessment
- Diadnostic assessment
- Summative assessment
- Normative assessment
A: Diadnostic assessment

Q: Match the types of assessment with their main purposes:
- Diagnostic | Identifying the initial state
- Formative | Monitoring and guiding learning
- Summative | Assessing the achieved learning outcomes

Q: Which of the following tasks best aligns with the learning outcome “analyse data” in accordance with constructive alignment?
- A multiple-choice test
- An essay on the importance of data analysis
- Data analysis tasks in Excel supported by digital tools
- A true/false quiz
A: Data analysis tasks in Excel supported by digital tools

Q: Which activities in the assessment process significantly contribute to the development of students’ metacognition?
- Participating in the creation of assessment rubrics
- Self-assessment and peer assessment
- Writing reflections on one’s own progress
- Reviewing material from notes or textbooks
- Solving tasks to help students develop routine
A: Participating in the creation of assessment rubrics; Self-assessment and peer assessment; Writing reflections on one’s own progress

Q: What are the potential challenges of assessment in a digital environment?
- Lack of direct interaction
- Increased exam credibility
- Technical difficulties and the digital divide
- Increased potential for cheating
- Difficulty adhering to exam timing
A: Lack of direct interaction; Technical difficulties and the digital divide; Increased potential for cheating

Q: Which statements accurately describe pedagogically informed assessment in digital education?
- Assessment should be aligned with the intended learning outcomes.
- The main goal of digital assessment is the use of digital technology for learning.
- Assessment should encourage active learning and student motivation.
- The tools used must be accessible to students and appropriate for achieving the intended learning outcomes.
- Pedagogically informed assessment implies grading that is based on the instructor’s experience.
A: Assessment should be aligned with the intended learning outcomes.; Assessment should encourage active learning and student motivation.; The tools used must be accessible to students and appropriate for achieving the intended learning outcomes.