| Summary: | The response of most educational institutions to the health crisis triggered by the COVID-19 pandemic was the adoption of emergency remote teaching and assessment. The paper aims to evaluate students’ satisfaction with assessment activities in a Romanian university and to identify elements pertaining to sustainable assessment in the post-pandemic period. A collaborative research strategy was developed with students being invited as co-researchers for data collection by distributing an online questionnaire and for interpretation of the results in a focus group. The factor analysis of the responses to the survey extracted two pillars pertaining to students’ appraisal of remote assessment activities: Knowledge, and leisure and stress. The discussion in the focus group showed that the research helped participants to process and reason their experience with remote assessment activities in the summer of 2020. Students missed their academic rituals and interactions with peers and teachers. Despite their enthusiasm for technological innovation and the benefits brought by computer assisted assessment, students are inclined towards preserving human evaluators, preferably from their familiar teachers, in educational settings resembling pre-pandemic academic life. A sustainable, resilient model of education needs to be based on retaining features identified as acceptable by students as examinees.
|
|---|
