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identify trends, measure engagement levels, and pinpoint areas where
additional support may be needed.

Student Engagement Techniques

To improve formative assessment, the incorporation of various learner
engagement techniques is crucial. Strategies such as online surveys, gamification
elements, and interactive discussions help to maintain learner interest, ensuring
their active participation and facilitating a more accurate assessment of their
learning progress.

Summative assessment in digital education

Definition and role

Summative assessment in digital education involves assessing the overall
performance of learners at the end of a learning period. Its function is to measure

the extent to which learning objectives have been achieved, providing an overall
picture of learners' knowledge and skills.

Although summative assessments focus on final results, it is still important to
provide constructive feedback. Feedback should highlight strengths and areas for
improvement, guide learners on their continued learning journey, and help them
understand how to improve their performance on future assessments.

Types of summative assessments for digital learning

Online Final Exams

Online final exams assess learners' overall understanding of the digital course
content. These exams may include a mix of multiple-choice questions, essays, and
hands-on problem-solving scenarios. The results help determine overall learner
performance. Again, applications such as Moodle, Google Forms or Survey
Monkey can be used to create this immediate feedback.

Digital Project Presentations

Digital project presentations allow learners to showcase their skills and
knowledge in a practical context. These summative assessments can involve
creating multimedia presentations, websites, or other digital artifacts that
demonstrate mastery of key concepts. Canva or Genially are some of the best
tools to use for developing these digital projects. Both offer free options and can
be easily used.

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. Proposal number: 101087107.