Changes in classroom assessment practices during emergency remote teaching due to COVID-19

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-04-24 DOI:10.1080/0969594X.2022.2067123

E. Panadero, J. Fraile, Leire Pinedo, C. Rodríguez-Hernández, Fernando Díez

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引用次数: 11

Abstract

ABSTRACT This study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students’ involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students’ involvement in assessment which has decreased.

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新冠肺炎疫情下应急远程教学课堂评估实践的变化

摘要:本研究探讨了由于COVID-19封锁而转向紧急远程教学对评估实践的影响。共有936名西班牙语教师参加了这项全国性的调查，他们来自从幼儿到大学的各个教育层次。从四个方面进行了探讨:(1)评估工具(如考试)使用的变化;(二)考核标准、标准、等级的变化;(三)反馈方式和使用方式的变化;(4)学生参与评估(即自我评估和同伴评估)的变化。总体而言，结果好坏参半，有些领域为适应新形势而发生了某些变化(例如，小学教师降低了评分标准)，而其他许多评估做法保持不变，特别是在高等教育教师中。不幸的是，一些评估实践已经恶化，例如学生参与评估的情况有所下降。

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

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.