EVALUACIJA POSTIGNUĆA U ONLAJN NASTAVI IZ PERSPEKTIVE STUDENATA
THE EVALUATION OF ACHIEVEMENTS IN ONLINE TEACHING FROM THE STUDENTS’ PERSPECTIVE

Summary/Abstract: The transition from face-to-face teaching to online instruction became the choice of many universities during the Covid-19 pandemic. However, with the introduction of online teaching in higher education institutions during the Covid-19 pandemic, numerous questions and dilemmas arose regarding its organization, implementation methods, and the effects achieved compared to face-to-face instruction. In this context, the issue of assessment in online teaching has been brought to the forefront, representing a significant novelty for both teachers and students. This implied the need for research related to the evaluation process of students' achievements. Accordingly, it is necessary to question how students perceive the evaluation process of their achievements in an online environment, what its characteristics are, and how it differs from the familiar methods of assessment used in face-toface teaching. In an attempt to partially answer these questions, the conducted research aimed to examine students' attitudes towards evaluation in online teaching during the Covid-19 pandemic. The research aimed to provide an answer to the question of students' attitudes towards the assessment of achievements in online teaching at the Faculty of Philosophy in Niš. The study employed a descriptive method, and the research sample consisted of 211 students from various study programs. The research instrument used a five-point Likert scale to assess students' attitudes towards the evaluation of achievements by university teachers. The results of the research indicate that students generally hold positive attitudes towards the process of evaluating achievements in online teaching. This suggests that, despite the complex epidemiological circumstances, the evaluation process has not lost its main characteristics related to objectivity, timeliness, and providing feedback. This finding is encouraging, particularly in terms of the quality of instruction, as it demonstrates that even in such challenging circumstances, the educational goals have been successfully achieved. The analysis of statistically significant differences in student attitudes concerning independent variables such as gender, year of study, overall grade point average, and study program attended, mostly showed no statistically significant differences.

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