Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs

Abstract

Within the European Commission’s Digital Education Action Plan (2021–2027) and the DigCompEdu framework, our research focuses on the competence area of teachers’ assessment practices and needs. We designed a 24-item online questionnaire for Romanian higher education teachers who are using digital technologies for assessing students’ learning, learning outcomes and practical skills. The present paper analyzes how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May–June 2022, therefore attempts to identify the main concerns, challenges and obstacles higher education teachers encounter when designing and using digital assessment. Our findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. The ANOVA analysis reveals variations among three groups categorized by self-reported digital competencies in their utilization of digital tools. Responsible knowledge-sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. Our study advocates for a transformative shift towards AI-based pedagogy, emphasizing personalized learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles.

Critical Analysis of the Research on Digital Literacy

“…The integration of digital tools has not only accelerated the pace of data collection and analysis but has also presented new challenges in discerning the authenticity and reliability of online information. Digital literacy studies offer valuable insights into how researchers can navigate these challenges and leverage digital resources effectively to enhance the rigor and validity of their scholarly pursuits (Grosseck et al, 2023) (Fakhrudin & Haryanto, 2023)(Tinmaz et al, 2022 (Kholis, 2020).Furthermore, the evolving role of digital tools in research methodologies necessitates a comprehensive evaluation of digital literacy's impact on academic scholarship. From the ethical use of digital resources to the integration of innovative technologies for knowledge dissemination, digital literacy studies provide a nuanced understanding of the transformative effects that digital competencies have on the scholarly landscape.As we continue to evaluate the impact of digital literacy studies, it is imperative to recognize the dynamic nature of digital literacy and its profound influence on modern research practices.By critically analyzing the intersection of digital technologies and scholarly pursuits, we can gain valuable insights into the evolving nature of digital literacy and its pivotal role in shaping the future of academic scholarship (Spante et al, 2018)(Taub-Pervizpour, 2017.…”

“…As technology continues to advance, researchers are constantly challenged to adapt and develop new digital skills to effectively navigate the vast amount of information available and to critically evaluate digital sources. (Grosseck et al, 2023) (Campos & Scherer, 2023) (Espina-Romero et al, 2023)The growing reliance on digital technologies in research and academia has brought forth a myriad of challenges and opportunities. (Okoye et al, 2022) (Espina-Romero et al, 2023) As we navigate this dynamic landscape, it becomes increasingly vital to comprehend the multifaceted nature of digital literacy and its implications for scholarly pursuits.…”