Abstract
Assessment is an important factor in any learning process or context. It is argued that educational assessment can serve as an indicator of the quality of students’ performance and learning outcomes, as a facilitation means for students’ learning, and as an essential parameter for the design and structure of a learning environment. Despite the debate on whether online learning assessment differs completely from the conventional assessment methods or not, it is accepted that it is a key aspect of learning in every context. Diagnostic, formative and summative assessment affect learning outcomes and have an impact on teacher and student roles. Educational neuroscience supports this argument, as well. The present paper investigates the ways and the extent to which educators in Greece used assessment techniques during the online teaching imposed by the pandemic crisis. A qualitative research methodology, based on semi-structured interviews was adopted. Research findings point to the lack of a structured assessment plan during this period and highlight the need for assessment techniques and tools to be part of teachers’ educational design.
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Acknowledgments
This research is funded by the European Union and Greece (Partnership Agreement for the Development Framework 2014–2020) under the Regional Operational Pro-gramme Ionian Islands 2014–2020, project title: “Enhancing cognitive abilities of people with Mild Cognitive Impairment through measurable cognitive training—NEUROEDUCATION”, project number: 5016113.
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Doukakis, S., Niari, M., Alexopoulos, E., Sfyris, P. (2022). Online Learning, Students’ Assessment and Educational Neuroscience. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, vol 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_7
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