Challenges in Assessing Learning Outcomes in Hybrid Classrooms

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DOI: https://doi.org/10.63345/ijre.v14.i8.5

Apoorva Jain

Chandigarh University

Mohali, Punjab, India

apoorvajain2308@gmail.com

Abstract
Hybrid classrooms—where traditional face‑to‑face instruction intersects with online learning activities—have become a mainstay in education at all levels. These models promise flexibility, personalized pacing, and expanded access, yet they present complex challenges in reliably assessing learning outcomes. This expanded abstract delves into eight key areas: technological equity, student engagement metrics, instructor preparedness, assessment validity and reliability, survey insights, methodological rigor, practical recommendations, and implications for future practice. Drawing on a survey of 100 participants (60 educators and 40 students) across diverse disciplines, we found that technological disparities hinder equitable participation; existing analytics inadequately capture deep engagement; many instructors lack training in hybrid‑specific assessment design; and threats to validity and reliability arise from uncontrolled testing environments. Our thematic analysis highlights stakeholders’ calls for multi‑modal assessment frameworks, institutional technology support, targeted professional development, and advanced analytics dashboards. The findings inform a comprehensive set of recommendations aimed at fostering robust, equitable, and scalable assessment practices in hybrid settings. This manuscript offers an integrated perspective, marrying empirical data with scholarly discourse to chart a course for enhancing assessment practices amid the ongoing evolution of blended learning environments.

Keywords
Hybrid Classrooms, Learning Outcomes, Assessment Challenges, Blended Learning, Educational Technology

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