Blended Assessment in Higher Education Collaborative Case Study Work – A Qualitative Study

Publikation: Beitrag in Buch/Konferenzbericht/Sammelband/GutachtenBeitrag in KonferenzbandBeigetragenBegutachtung


Standard assessment methods in higher education are one-dimensional and leave students and teachers dissatisfied. We propose a blended assessment approach to foster student engagement, self-efficacy, and overall satisfaction by guiding teachers to find sensible assessment combinations to create their courses. We designed, implemented, and evaluated a course adapted with a case study based on the blended assessment approach specially created to address a multitude of assessment methods. We found that a diverse assessment strategy engages students better, furthers their self-organization and self-efficacy, increases their learning outcome, and leaves them generally more satisfied. Based on our findings, we derive a guideline to implement a blended assessment in a course in higher education that enables teachers to use the blended assessment approach in the future effectively. Transparent communication of the rules of assessment, preventing overload and offering a wide range of assessments are some of the guidelines we will show.


TitelLearning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022
Redakteure/-innenMichael E. Auer, Wolfgang Pachatz, Tiia Rüütmann
Herausgeber (Verlag)Springer Nature
ISBN (elektronisch)978-3-031-26876-2
ISBN (Print)9783031268755
PublikationsstatusVeröffentlicht - 2023

Externe IDs

unpaywall 10.1007/978-3-031-26876-2_5
Mendeley 006d8d3e-a532-3392-8dc3-a96b29c30a59
Scopus 85151138335
ORCID /0000-0002-3053-7701/work/141543435
WOS 001004128000005



  • Blended learning, E-assessment, Higher education, Virtual collaborative learning