Abstract:
We live in a pandemic period. COVID-19 focused teachers to re-orient themselves towards the remote application of digital technology in the teaching-learning process. However, if the affordance of digital technology for education is marginalized, then this will represent the extremes of the ineffective didactic process. In our opinion, the key to success in distance learning is the integration of the immediate reverse link in the ecosystem model of communication and learning. This article describes the ecosystem model of assessment focused on the significance of (meta) cognitive and affective tasks in formative assessment, learning analytics and of the collaborative activity based on a common goal - the guarantor of succesfull learning strategy within summative assessment.
