Page 100 - International Perspectives on Effective Teaching and Learning in Digital Education

Sabina Ličen and Mirko Prosen

Assessment and Feedback Mechanisms
Effective assessment and feedback are critical components of online learning
that ensure students receive meaningful evaluations that support their aca-
demic growth (Jensen et al., 1). The Integrative Assessment Model (Mar-
ciniak, 18) and the Online Peer Feedback Framework (Kerman et al., 4)
offer complementary approaches to assessment, each with their strengths
and limitations.
Marciniak’s Integrative Assessment Model (18) provides a structured
assessment system that integrates multiple dimensions of student perfor-
mance. With its 81 indicators, it ensures a detailed and multidimensional
assessment covering aspects such as learning outcomes, engagement and
skills development. Nevertheless, the complexity of this model could poses
a challenge for practical implementation as it requires significant resources,
time and expertise to apply it effectively in different educational institutions.
In contrast, the Online Peer Feedback Framework promotes student en-
gagement, self-regulation and collaborative learning by involving learners in
the assessment process. This model fosters student ownership and encour-
ages deeper critical thinking through the exchange of constructive feedback.
In addition, variations in the quality of student feedback and potential biases
in peer assessments could be raising concerns about consistency and relia-
bility (Double et al., ).

Discussion
The integration of different models and frameworks for digital education re-
veals distinct but complementary perspectives on digital learning. Existing
frameworks offer valuable insights into pedagogy, technology, and assess-
ment, yet their isolated application limits their ability to address the evolving
complexity of digital education. Synthesising these frameworks provides an
appropriate foundation for designing inclusive, effective and scalable online
learning environments.
A key strength of the existing models lies in their targeted focus on key
aspects of digital education. Frameworks based on social learning theories
emphasise the importance of interaction, collaboration and engagement in
digital learning environments (Kim & Gurvitch, ; Smith et al., 17). These
models suggest that fostering meaningful peer interaction and learner au-
tonomy improves student motivation and cognitive development. The role
of structured peer feedback in the development of higher order thinking
skills is particularly well documented (Kerman et al., 4), reinforcing the
value of collaborative assessment as a learning tool.

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