Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
B. Moorhouse, Lucas Kohnke
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引用次数: 1

Abstract

ABSTRACT Synchronous online teaching through video-conferencing software (VCS) has become a common mode of instruction during the COVID-19 pandemic. This mode brings unique challenges for teachers that require specific professional digital competences. One such challenge is conducting formative assessment. Through the use of in-depth interviews with nine Hong Kong university teachers who had taught synchronously online for one semester, this exploratory study explored the challenges of conducting formative assessment during synchronous online lessons and the strategies teachers deploy to conduct formative assessment. The findings indicate that the key difficulties include gathering information on students’ needs, checking students’ understanding, giving individual feedback, and building relationships with students. To address these challenges, the teachers suggested four pedagogical strategies: (1) Combine synchronous with asynchronous approaches; (2) Utilise breakout rooms; (3) Utilise poll functions of the VCS and combine it with other online platforms; and (4) Provide time before or after lessons for informal conversations. The findings suggest that teachers need to develop specific pedagogical strategies to conduct formative assessment. This provides an initial conceptualisation of one important dimension of Professional Digital Competence, teaching using digital technologies, and one aspect of that dimension, how teachers use digital tools and strategies to conduct formative assessment.
在同步在线课程中进行形成性评估:大学教师面临的挑战和教学策略
摘要在新冠肺炎大流行期间,通过视频参考软件(VCS)进行同步在线教学已成为一种常见的教学模式。这种模式给需要特定专业数字能力的教师带来了独特的挑战。其中一个挑战是进行形成性评估。通过对9名香港大学同步在线教学一个学期的教师进行深入访谈,本探索性研究探讨了同步在线教学中进行形成性评估的挑战以及教师进行形成性评价的策略。研究结果表明,关键的困难包括收集有关学生需求的信息、检查学生的理解、提供个人反馈以及与学生建立关系。为了应对这些挑战,教师们提出了四种教学策略:(1)将同步与异步方法相结合;(2) 利用休息室;(3) 利用VCS的投票功能,并将其与其他在线平台相结合;(4)在课前或课后留出时间进行非正式对话。研究结果表明,教师需要制定具体的教学策略来进行形成性评估。这提供了专业数字能力的一个重要维度的初步概念,即使用数字技术进行教学,以及该维度的一个方面,即教师如何使用数字工具和策略进行形成性评估。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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