On using hybrid pedagogy as guideline for improving assessment design

An essential element of higher education is the assessment of student work, either formative for improving learning or summative for looking back at what has been achieved. However, applying assessments as part of larger assignments is prone to some phenomena such as students not being aware of the quality of their work during the assignment or assessing at non-suitable moments in time, resulting in unnecessary low grades. In this work we discuss dichotomy-thinking as possible reason and how Hybrid Pedagogy as design guideline can help with finding appropriate solutions. Besides discussing this approach in general we also provide concrete examples of how it was applied for the design of assessment strategies in a course on software engineering.