The COVID-19 pandemic has posed unprecedented challenges to higher education, compelling universities to rapidly adapt their teaching and assessment methods to a fully remote environment.
In this context, the Italian Hospital University Institute in Buenos Aires has taken the initiative to explore and define the remote assessment strategies devised by its undergraduate and graduate faculty in the health sciences.
This study, carried out at the onset of the lockdown and as part of a Training Program for Virtualizing Teaching, aims to provide a critical and constructive perspective on how assessment practices can be adapted to virtual settings, while maintaining the quality and integrity of learning.
Utilizing a descriptive and interpretative approach, this article reviews 51 remote assessment plans that were developed during the early weeks of the pandemic. These plans not only aim to evaluate student knowledge but also strive to meet the unique needs and challenges of a non-presential teaching environment.
Addressed from multiple dimensions, the plans include selecting appropriate digital tools, managing student-teacher interactions, and assessing learning outcomes in contexts that necessitate a reevaluation of traditional methodologies.
This research underscores the importance of a flexible and reflective pedagogical approach capable of responding to the dynamic shifts in today's educational landscape.
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How to reference this article: Schwartzman, G., Roni, C., Berk, M., Delorenzi, E., Sánchez, M., & Eder, M. L. (2021). Remote Learning Assessments in Higher Education: Teaching Decision Making when Facing a New Challenge. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 67–85. https://doi.org/10.5944/ried.24.2.29078
