Knowledge Assessment Patterns for Distant Education: The Perceived Impact on Grading, Motivation, and Satisfaction

Abstract

With the increase in remote learning, the efficient implementation of distant knowledge assessments has become an essential topic. New challenges have arisen that have had to be adequately addressed and successfully solved. As a response, we introduced an assessment patterns catalogue for distant education, handling various challenges by proposing possible solutions. The catalogue presents a collection of proven practises targeting knowledge assessment in digital and distant environments. The paper presents the survey results from the final step of catalogue creation. The objective was to verify its suitability and expedite its use, focusing on several aspects of knowledge assessment. We focused on the perceived assessment patterns’ impact on grading objectivity and consistency, as well as students’ motivation and satisfaction with an implemented assessment, explored from the students’ and teachers’ perspectives. We gathered data using a uniform questionnaire distributed between students and teachers, both actively involved in distant knowledge assessment. Detailed data analysis highlighted the patterns with the highest perceived impact on the previously mentioned assessment aspects. We also analysed the top-rated patterns within the pattern categories. The results depict a high overlap between students’ and teachers’ perspectives, wherein patterns like Pentathlon, Statistical Validator, Game Rules, and Bonus Points were perceived as the patterns with the highest impact on grading objectivity and consistency, as well as the patterns with the most significant impact on students’ motivation and satisfaction.