Digital Assessment and Learning

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40


Overall Objectives and Outcomes

This module will delve into how digital technologies can enhance existing assessment strategies and can be used to create or to facilitate innovative assessment approaches. Digital technologies can contribute to directly monitor learner progress, to facilitating feedback and to allow educators to assess and adapt their teaching strategies. 

By the end of this programme, participants should be able to:


a. Systematically apply digital technologies for formative and summative assessment through use of various assessments processes that best provide feedback to learners;
b. Systematically use digital technologies during assessment to provide targeted and timely feedback to learners;
c. Enable learners and parents to understand the evidence acquired by digital technologies during assessment and use it for decision-making and future planning.


a. Identify and reflect on the diversity and suitability of assessment formats and approaches;
b. Critically reflect on the appropriateness digital assessment approaches and adapt strategies to requirements;
c. Critically discuss the use of digital technologies applied in the assessment process;
d. Identify digital assessment tools that monitor the learning process through which information is gathered on learners’ progress.


a. Analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning through various assessment strategies;
b. Adapt teaching strategies and provide targeted support, based on the evidence generated by the digital technologies used during the assessment process.


Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List

1. Eyal, L. (2012) Digital Assessment Literacy – the Core Role of the Teacher in the Digital Environment. Education Technology and Society
2. Behrens, J. T. (2014) Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment
3. Chase, A-M. (2017) Improving Digital Assessment Practice: A Case Study of a CrossInstitutional Initiative
4. Marcelo, F. M. (2020) Open Educational Practices (OEP) in the design of digital competence assessment
5. Barber, W. (2015) Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities

Supplementary Reading List

1. Siddiq, F., Hatlevik, O. E., Olsen. R. V., Throndsen, I. and Scherer, R. (2016) Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review. Elsevier B.V. (Accessed 09/09/2020)
2. Holmstrom, T. and Siljebo, J. (2013) Developing digital competence or exploring teaching with digital technologies? An organizational study of municipalities’ development of upper secondary school students’ digital competence. Umea University. (Accessed 10/09/2020)

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