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The aim of this study was to investigate the guiding principles, practises, and challenges of assessment in online and blended flipped classroom (FC) approaches in higher education. Based on that, we proposed a generic model of teaching, learning and assessment in online and blended FC, including examples of teaching and learning activities, with corresponding levels of learning outcomes, and assessment tasks and methods. We synthesised the findings and suggested further research on the following aspects: peer-assessment and self-assessment; benefits and challenges of educational technology; ethical aspects of assessment and plagiarism; balance between flexibility and structure. We recommended that further research should put more focus on the utility, including validity and reliability of assessment and test the proposed generic model in different study fields and educational contexts. Our study was based on a systematic literature review, including 90 articles identified in the Web of Science database, with 23 studied in detail.
Divjak et al. (Wed,) studied this question.
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