proceedings of Student Mobility and ICT: Can E-LEARNING

and think“). Reliability deals with correctness, logic, the clear statement and the objectiveness of
assessment. In our research reliability was defined as fairness, objectivity of assessment and accurateness.
Objectiveness of self- and peer- assessment is growing when the final evaluation is not taken by one
evaluator only (for instance, statements: “Teacher looks carefully at exactly what is being measured by
each form of assessment“, „ Assessment made by teacher was fair and objective“, „Teacher facilitated
discussion of the fairness and objectivity of the assessment“, „Before assessment it was allowed learners to
identify standards or criteria to apply to their assignments, make judgments about the extent to which they
have met these standards and criteria“). Transparency implies if the evaluator and the evaluated clearly
understand and state the goals of the evaluation; the students know what they are expected to do during the
educational process, what competences and achievements must be proved during the demonstration (for
instance, statements: „Criteria for selecting and assessing the portfolio content was clear“ ,“Assessment
tasks of the course were clear defined and they seem purposeful for me“, „You had the opportunity to
discuss with each other (and with tutors) matters arising from your assessment of your own work or each
other's work“). Learning to learn criteria allows to evaluate quality of assessment forms and tools
developing competences (for instance, statements: „Portfolio filling was effective to learning process, I
could record, observe and follow my progress made in the course and could set goals for further learning“,
„The outcomes of the self-assessment are a basis for action, it will stimulate me to seek for further
improvement of my competence“). This criterion of quality was applied to portfolio and self-assessment
forms.
Evaluating validity, reliability, transparency and learning to learn in all forms of assessment used
in the course respondents emphasized that validity, reliability and transparency were higher in turor- and
self-assessment, than in portfolio (See Figure 3, 4, 5). Learning to learn indicator of quality of assessment
is relatively high in comparison of other indicators (reliability, transparency) in all forms of assessment.
Figure 3. Validity, reliability, transparency and learning to learn
in different forms of assessment
Learning to
learn
Transparency
Reliability
Validity
2,8
3,1
2,7
2,8
2,8
3,1
3,2
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 47
2,1
2,5
2,9
2,9
0 1 2 3 4
portfolio
self-assessment
tutor-assessment