Silvia Dal Bianco (Economics), Chiara Amini (SSEES)
5 minute talk
The pedagogical literature has demonstrated that an assessment strategy entirely based on examination might be biased towards particular learning styles (Jenkins et al., 2019). Moreover, the COVID emergency has accelerated the transition to digital assessment (Times Higher Education, 2021). Our research investigates how to deal with the critical aspects of implementing mixed assessment in an on-line environment. In particular, we will consider the coordination costs related to students’ collaboration in different time zones.