Alternative Approach for Evaluation Adapted for Times of Emergent Conditions

In this paper, we propose a unique approach for an alternative evaluation, designed, deployed, and optimized for times of crises such as those experienced during the eruption of the COVID-19 pandemic. In our approach, we rely on technological tools for supporting interactions conducted among lecturers and students. We suggest this evaluation activity incorporated with four phases that are interrelated. Thus, technologically supported interactions from an early phase are used in a later phase. This is done in a manner emphasizing the interdependency and chronological order of the phases practiced along with the evaluation. Our design efforts were exercised as we considered and aligned it to four meta-principles suggested by other researchers and widely adopted by researchers educators from around the world. Here we demonstrate the conduction of our research efforts as we deploy the evaluation approach in programming courses corresponding to a bachelor level. Our exploration efforts were exercised as we relied on qualitative methods used for analyzing quotes mentioned by 18 students attending semi-structured interviews. The findings of this research indicate that students perceive this evaluation activity as effective. Specifically, these students mentioned that this approach encouraged their capabilities to be autonomous in their learning process. Additionally, it fostered their creativity and emphasized their perception of the importance of a lifelong learning approach. Based on the mentioned principles and meta-principles we addressed in this paper, we suggest the existence of a new level of meta-principles consolidating the four ones focused on our efforts. There we address the current leaner expected to become a future citizen in a dynamic, flexible and technological society possibly encountering other challenges beyond the ones tackled in times of COVID-19. Accordingly, our suggestion for an alternative approach for evaluation is proposed as an educational pattern usable for the time of future normality as well as a way to cope with educational challenges in moments of future crises.