The AtoZ Journal aims to privilege and disseminate, freely and free of charge, interdisciplinary research results related to the areas of Education, Science, Technology, Information and Knowledge Management. 

In this perspective, we invite researchers to share their knowledge about trends and new practices based on teaching, disruptive and interdisciplinary, for the presentation of articles in this volume in the Thematic Area: Evaluation of Digital Learning versus Digital Evaluation of learning applied to various areas of knowledge, that will be organized by professors; Dr. Ana María Martín Cuadrado (National University of Distance Education - UNED Spain), Dr. María do Carmo Duarte Freitas (Federal University of Paraná - UFPR. Brazil), Dr. María José Latorre Medina (University of Granada -UGR, Ceuta Campus. Spain) and Dr. Karina Marisol Guardado Rivera (University of El Salvador -UES. El Salvador). The dossier will be published in Volume 12 of 2023 of the AtoZ magazine. 

Background of the theme

Evidences confirm that in the digital age, Information and Communication Technologies (ICT) have allowed, on the one hand, to create rich and flexible learning environments and, on the other, to expand existing scenarios, breaking with the physical and temporal barriers generated in educational processes. During the COVID19 pandemic, around the world, it was possible to verify the emergence of educational alternatives to respond to the needs of the existing scenario. Therefore, there are numerous arguments that due to the incorporation of ICT in the educational field, certain innovative teaching methodologies and strategies have been promoted, expanding training scenarios; fostering new forms of interaction between teachers, between students and teachers; facilitating the approach to knowledge from different perspectives and favoring the development of multiple intelligences of students. 

In summary, several environments conducive to learning were created, with designs that favor attention to diversity. 

However, in recent years, studies have demonstrated the relationship between educational innovation, ICT and good practices; with the set of didactic-pedagogical evaluation and how ICT has become a central issue of study and analysis, due to its transversality and connection with the rest of the curricular elements. Observing from the double perspective: either from the concept of aligned curriculum, or from the importance of guaranteeing quality learning to the educational community and facilitating integrative, reliable and valid evaluation processes. When analyzing the academic literature, it can be seen that in scientific publications in which educational evaluation is addressed, it is common to find authors mentioning the importance of including ICT in these processes, certifying that, thanks to their incorporation, certain innovative methodologies have been promoted to assess students' learning in different contexts (face-to-face and distance learning), educational internships (university and non-university) and areas of knowledge. 

Thus, within the scope of educational assessment and the relationship it maintains with ICT, two contexts of action emerge that require attention among academics, teachers and researchers: Firstly, the assessment of digital learning located in a distance context versus the digital assessment of learning located in contexts in person. Secondly, the mixture of both contexts can cause others, called blended or hybrid, in which digital educational assessment appears and offers several possibilities for action. In any of the situations, there is learning that is diluted between the areas of knowledge and in university or non-university courses (compulsory educational phases of kindergarten, primary, secondary and/or professional education). In particular, the emphasis on any of these educational contexts will contribute to the analysis, reflection and improvement of teaching in any course/discipline, in university and non-university environments, emphasizing the evaluation activity. 

The magazine's thematic area will address the transformations derived from the inclusion of ICT in educational processes present in different environments (face-to-face, distance and/or hybrid), which point to a new look at educational assessment assisted with digital technology. Based on this context, the following domains and axes are proposed: 

Area 1. Assessment of digital learning. 

Axis 1. Assessment as a curricular element in undergraduate courses.; 

Axis 2. The evaluation of teaching and learning processes by competences: 

1. Phases and strategies; 

2. Techniques, instruments and tools; 

3. Types of assessment: self-assessment, co-assessment, hetero-assessment, etc. 

Axis 3. Teaching and learning assessment models. 

Axis 4. Training of professionals for the integration of ICT in the educational evaluation process. 

Axis 5. Evaluation of professionals with the aim of improving educational processes. 

Axis 6. Information management and assessment of digital learning. 

Area 2. Digital assessment of learning. 

Axis 1. Assessment as a curricular element in undergraduate courses.; 

Axis 2. The evaluation of teaching and learning processes by competences: 

1. Phases and strategies; 

2. Techniques, instruments and tools; 

3. Types of assessment: self-assessment, co-assessment, hetero-assessment, etc. 

Axis 3. Teaching and learning assessment models. 

Axis 4. Training of professionals for the integration of ICT in the educational evaluation process. 

Axis 5. Evaluation of professionals with the aim of improving educational processes. 

Axis 6. Information management and the digital assessment of learning. 

Objective 

There are many actions and research experiences that justify the need for educational evaluation in teaching degrees. The contribution of digital technology is an advantage for the improvement and innovation of teaching and learning processes, in general, and, in particular, for the improvement of assessment processes. This dossier aims to know and analyze how the processes of change and innovation that aim at integrating ICT in the educational evaluation process are – and have been – developed at different levels and stages. 

We hope that the contributions received in this regard correspond to the axes mentioned in this call and add value to the knowledge generated so far around the topic of this dossier. 

In this context, unpublished works will be accepted with relevant implications for expanding the frontiers of sharing information and knowledge on the central theme and its axes, in which they demonstrate innovative approaches, applications and/or methodologies, including review studies or empirical data on advances in research results. 

Scope 

We encourage the submission of scientific articles in Portuguese, Spanish or English that are characterized as rigorous research related to any of the proposed themes and axes.  

The list of axes and themes is not intended to be exhaustive. Other topics will be welcome and appreciated as long as they focus on the domain of teaching-learning assessment. 

The other journal submission rules can be found at the link:https://revistas.ufpr.br/atoz/about/submissions#authorGuidelines  

Themes for that issue: Digital Learning Assessment vs. Digital Learning Assessment.

Deadline: May 31st, 2021.

Issue: v.12, 2023

Dra. Ana María Martín Cuadrado (Universidade Nacional de Educação a Distância – UNED. Espanha),  Orcid: https://orcid.org/0000-0001-7579-3701

Dra. María do Carmo Duarte Freitas (Universidade Federal do Paraná – UFPR. Brasil), Orcid: https://orcid.org/0000-0002-7046-6020

Dra. María José Latorre Medina (Universidade de Granada -UGR, Campus de Ceuta. Espanha), Orcid: https://orcid.org/0000-0003-2237-9341

Dra. Karina Marisol Guardado Rivera (Universidade de El Salvador -UES. El Salvador), Orcid: https://orcid.org/0000-0001-8851-8215