Emergency assessment: rethinking classroom practices and priorities amid remote teaching

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.2022.2069084

Amanda Cooper, Christopher DeLuca, M. Holden, Stephen MacGregor

{"title":"Emergency assessment: rethinking classroom practices and priorities amid remote teaching","authors":"Amanda Cooper, Christopher DeLuca, M. Holden, Stephen MacGregor","doi":"10.1080/0969594X.2022.2069084","DOIUrl":null,"url":null,"abstract":"ABSTRACT Systemic disruptions from COVID-19 have transformed the assessment landscape in Canada and across the world. Alongside repeated shifts to emergency remote teaching, large-scale assessments and summative evaluations were cancelled in many jurisdictions, and repeated concerns were raised about ensuring equity and access to quality education. This paper investigates the rapid – and in many cases innovative – responses teachers offered to these challenges at the height of the pandemic. Drawing on prolonged semi-structured interviews with 17 secondary school teachers in Ontario, Canada, the paper provides a detailed account of Ontario’s approach to assessment during COVID-19, exemplified by participants’ lived experiences. Results highlight the notion of emergency remote assessment, the vital role of assessment in stemming widening equity and well-being gaps, and emerging consequences from this period. These data offer critical insights into the future of our forever-changed education landscape, and position classroom assessment as a priority player in this work.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"240 1","pages":"534 - 554"},"PeriodicalIF":2.7000,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2022.2069084","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 4

Abstract

ABSTRACT Systemic disruptions from COVID-19 have transformed the assessment landscape in Canada and across the world. Alongside repeated shifts to emergency remote teaching, large-scale assessments and summative evaluations were cancelled in many jurisdictions, and repeated concerns were raised about ensuring equity and access to quality education. This paper investigates the rapid – and in many cases innovative – responses teachers offered to these challenges at the height of the pandemic. Drawing on prolonged semi-structured interviews with 17 secondary school teachers in Ontario, Canada, the paper provides a detailed account of Ontario’s approach to assessment during COVID-19, exemplified by participants’ lived experiences. Results highlight the notion of emergency remote assessment, the vital role of assessment in stemming widening equity and well-being gaps, and emerging consequences from this period. These data offer critical insights into the future of our forever-changed education landscape, and position classroom assessment as a priority player in this work.

查看原文本刊更多论文

紧急评估:重新思考远程教学中的课堂实践和优先事项

2019冠状病毒病造成的系统性破坏改变了加拿大和世界各地的评估格局。除了一再转向紧急远程教学外，许多司法管辖区还取消了大规模评估和总结性评价，并一再对确保公平和获得优质教育表示关切。本文调查了教师们在疫情最严重的时候对这些挑战作出的快速反应——在许多情况下是创新的反应。本文通过对加拿大安大略省17名中学教师的长时间半结构化访谈，详细介绍了安大略省在2019冠状病毒病期间的评估方法，并以参与者的亲身经历为例。结果强调了紧急远程评估的概念、评估在遏制不断扩大的公平和福祉差距方面的重要作用以及这一时期出现的新后果。这些数据为我们永远改变的教育格局的未来提供了重要的见解，并将课堂评估定位为这项工作的优先参与者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.