Online assessment in higher education during the COVID-19

Abstract

The COVID-19 pandemic has accelerated the digital transformation of education, prompting universities worldwide to swiftly transition to online and blended learning environments. The adaptation process to online education varies depending on several factors, including the level of digitalization and technological penetration in each country, the availability of technologies at universities, and the digital skills of students and staff. Additionally, the specific field of knowledge influences the adaptation process, with differences observed between disciplines such as health sciences and humanities. In this study, we conduct an exploratory qualitative analysis on how universities have responded, specifically focusing on the coordinators of Master’s programs in Spain in the specific area of assessment. This unprecedented situation has forced educators and institutions to rethink their assessment strategies and adapt to a new educational landscape. The insights gained from this study could provide valuable guidance for future crises and contribute to the ongoing discourse on the role of digital technologies in education in general, and in assessment in particular.