The Relevance of Versatile Learning Online Assessment Feedback for University Student

Abstract

In the process of learning, assessment is relevant from multiple perspectives. Learning assessment guides student learning and teaching either knowingly or unconsciously. This study takes a closer look at the meanings given to online assessment by academic adult students and how they experience different assessment feedback. The study was conducted as a qualitative online survey for adult students (N=35). Adult students valued assessment feedback and their perceptions about assessment were mainly traditional. They considered assessment feedback as truthful and used self-assessment as a natural part of their own learning process. They did not experience the peer-assessment of their own learning as central or reliable. Written teacher assessment feedback on whether the content to learn was understood correctly was central from students´ point of view. New forms of assessment and assessment such as group-peer feedback or teacher asynchronous voice feedback were perceived as interesting novelties. According to the results of this study, the objectives of learning assessment should be clear and shared with the students. The continuous nature of the sustainable learning process emphasizes the versatility of assessment as a natural part of e-learning. Versatile online assessment practices will play an important role in strengthening student agency and ownership of their own learning in the future of digitally-enhanced higher education.