Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
L. Sandvik, B. Svendsen, Alex Strømme, Kari Smith, Oda Aasmundstad Sommervold, Stine Aarønes Angvik
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引用次数: 4

Abstract

ABSTRACT The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the individual teacher. Because of this, teachers’ assessment skills became more important. This study examines students’ and teachers’ experiences of assessment during the lockdown period. The findings revealed that students got little support from the teacher in their learning process; they worked alone and felt insecure about assessment. Teacher collaboration about assessment seemed sporadic and the assessment routines were weak. The study raises concerns about equity in education when teachers have problems implementing assessment practices that support students’ learning.
新冠肺炎期间的评估:教室消失时林博的学生和教师
摘要2020年春季开始的封锁改变了全球的教学和评估条件。在挪威,学校停课,所有学校活动都在网上进行。此外,所有期末考试都被取消了,所有学生的评分都是基于个别老师的期末评分。正因为如此,教师的评估技能变得更加重要。这项研究考察了学生和教师在封锁期间的评估经历。研究结果表明,学生在学习过程中几乎没有得到老师的支持;他们独自工作,对评估感到不安全。教师在评估方面的合作似乎是零星的,评估程序也很薄弱。当教师在实施支持学生学习的评估实践时遇到问题时,这项研究引发了人们对教育公平的担忧。
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来源期刊
Educational Assessment
Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
6.70%
发文量
24
期刊介绍: Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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