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Reviewing modern and traditional methods of learning assessment: towards A dual-focused online oriented approach in Libya during the COVID-19 Pandemic

Author Affiliations

  • 1Benghazi University, Benghazi, Libya
  • 2University of Glasgow, Scotland, UK

Res. J. Language and Literature Sci., Volume 8, Issue (1), Pages 11-18, January,19 (2021)

Abstract

Libyan educational researchers aim at implementing effective approaches for learning assessment arguing for independent learners. However, traditional methods of learning and assessment still dominate most of the higher education institutions. The present research paper reviews traditional and modern assessment methods with an intention of modelling a method that helps Libyan teachers and educators to improve the learning assessment of the, arguably, suggested online learning process during the COVID-19 pandemic. Due to the context requirements, the model therefore intends to crystalize traditional and modern methods of assessment. While it maintains the traditional view, which stresses the role of the teacher in the assessment process using summative assessment techniques, it aspires towards autonomous learning by including the learners as part of the assessment process. Accordingly, the paper focuses on the following points: Reviewing assessment approaches to allow educationalists from different fields and contexts to consider the pros and cons of their adopted assessment methods. Proposing a model of assessment that values the roles of teachers as well as learners in assessing learners development in online learning.

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