Technology-Enhanced Assessment and Feedback: From Literature Review and Analysis of Practices to the Design of a MOOC to Scaffold Academic Development Processes

In the Higher Education context there is a growing focus on the development of academics’ digital competencies to sustain their competences as Digital Scholars [1]. The importance of this topic is also highlighted by frameworks such as the DigCompEdu [2] with its six main areas of competence (1 Professional Engagement; 2 Digital Resources; 3 Teaching and Learning; 4 Assessment; 5 Empowering Learners; 6 Facilitating Learners’ Digital Competence). This study explores the area of assessment and in particular, this work aims to describe the research process carried out during the last year in terms of Technology-Enhanced Assessment (TEA) [3] and Feedback models and practices in national and international context. Starting from the results produced by two main previously research actions - a national syllabi analysis to identify university teachers’ use of technology-enhanced assessment and feedback practices and a systematic literature review process that aimed to explore the existing Academic Development actions, programs and models to scaffold TEA practices in the international scenario - the research group of the Teaching and Learning Centre of the University of Trento is now creating a Massive Open Online Course to scaffold the development of digital competencies connected to the field of assessment and feedback practices enhanced by the use of technology.