Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project number: 2023-1-NL01-KA220-HED-000155675. Implications for practice The need to develop training programmes to improve teachers' understanding of AI functionalities and its use in education emerged from the study, the necessity to implement awareness campaigns on ethical considerations of AI in education and to encourage teachers to explore and experiment with AI tools for teaching and learning, as well as to conduct similar studies with students and other institutions to understand AI literacy across academia. Case Study 11: Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs General information Arora, S., Yadav, D., & Goyal, P. (2021). Assessing English Writing Skills with Generative Language Models. https://www.mdpi.com/2227-7102/14/1/32 The study analyses how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May– June 2022, therefore attempts to identify the main concerns, challenges and obstacles HE teachers encounter when designing and using digital assessment. The findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. Responsible knowledge- sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. The study advocates for a transformative shift towards AI-based pedagogy, emphasising personalised learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles. Description of case The study focuses on educators who employ digital technologies in assessing students’ learning, learning outcomes and practical skills. The research aims to analyse the use of digital assessment tools, while also identifying the training requirements essential for proficient implementation. Thus, the study sought answers for questions, such as: What are the digital assessment practices employed by HE teachers, how do educators utilise digital technologies in assessing students’ learning, learning outcomes and practical skills, what are the specific digital assessment tools commonly used in HE settings, what are the perceived benefits and challenges of using digital assessment tools in the evaluation process and more.
RkJQdWJsaXNoZXIy NzYwNDE=