Transitioning to Hybrid Assessment: Reflections on Post-COVID-19 Academic Assessment Practices
Abstract
Assessment is a crucial part of any teaching-learning process, and the COVID-19 pandemic has led to the transition to online assessment in the Faculty of Sciences Ben M’Sick (FSBM) in Casablanca. However, this transition is not without challenges, as evidenced by the obstacles encountered by students. The aim of this paper is to mitigate these challenges by promoting hybrid assessment of quality equivalent to that of traditional assessment. The study utilized a qualitative experimental method that involved 176 students from the Master Instrumentation et Méthodes Physico-Chimiques d'Analyse (MIMPA), which were divided into two groups: experimental and control. The means of the two groups are analyzed using Student’s t-test. In this article, a techno-pedagogical assessment scenario combining online formative assessment and face-to-face summative assessment is developed to improve hybrid assessment practices. In addition, a hybrid model is adopted to assess student competencies. The results show that hybrid assessment, with a student success rate of 95.65%, can effectively replace traditional assessment while developing students’ skills. In conclusion, adopting hybrid assessment, with scenario enhancement, can overcome the technological challenges associated with online assessment in higher education.
Keywords: online assessment, hybrid assessment, scenario, taxonomic skills, hybrid system.
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