The article "Assessing Online Learning and the Digitalization of Assessment" serves as the introductory text for the special issue of the same title, recently published in RIED. Revista Iberoamericana de Educación a Distancia.
In this work, authors Elena Barberá-Gregori and Cristóbal Suárez-Guerrero explore the inherent complexity of assessment in digital environments and its transformation within the framework of digitalizing educational processes.
Unlike a mere technological adaptation, digital assessment requires a deep understanding of its pedagogical impact, raising fundamental questions about how digitalization is redefining learning assessment systems and educational quality.
This special issue addresses the topic from various perspectives, organizing its content into four major areas: the challenges imposed by the pandemic on educational assessment, the role of feedback in self-regulated learning supported by technology, the consolidation of digital assessment as a performance guarantee, and, finally, the analysis of the quality of digital education.
The articles included in this special issue provide both empirical analysis and pedagogical reflection on these matters, emphasizing the need for an assessment that not only adheres to traditional standards but also adapts to the ever-changing reality of digital education.
Beyond the context generated by the pandemic, the authors highlight that the digitalization of assessment is an unavoidable process in contemporary education. The article underscores the necessity of integrating interdisciplinary knowledge to enhance assessment processes, combining insights from pedagogy, artificial intelligence, bibliometrics, and data analysis.
In this sense, the monograph invites reflection on how these innovations can transform the way we understand and apply educational assessment in an increasingly digitalized environment.
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How to cite: Barberá-Gregori, E., & Suárez-Guerrero, C. (2021). Assessing Online Learning and the Digitalization of Assessment. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 33–40. https://doi.org/10.5944/ried.24.2.30289
