COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-09-03 DOI:10.1080/0969594X.2022.2140889

Jenny Poskitt

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Abstract

ABSTRACT New Zealand’s defined coastal boundaries, isolation and small population were favourable factors to minimise the spread of COVID-19. Decisive governmental leadership and a public willing to comply with high-level lockdown in the first phase, resulted in minimal disruption to assessment. But as the pandemic progressed through Delta and Omicron variants, concerns grew about equitable access to assessments, declining school attendance, and inequitable educational outcomes for students, especially of Māori and Pacific heritage. School and educational agency experiences of high stakes assessment in a period of uncertainty were examined through document analysis and research interviews. Using Gewirtz’s contextual analysis of the multi-dimensional and complex nature of justice, and Rogoff’s conceptual framework of three planes of socio-cultural analysis: the personal (learner), inter-personal (school) and institutional (educational agencies), revealed that though collaborative adaptations minimised assessment disruptions on wellbeing and equity of access, they did not transform high stakes assessment.

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2019冠状病毒病对高风险评估的影响:新西兰在混乱中协同适应的旅程

新西兰明确的沿海边界、隔离和人口少是将COVID-19传播降至最低的有利因素。在第一阶段，果断的政府领导和愿意遵守高级别封锁的公众，将对评估的干扰降到最低。但是，随着大流行通过Delta和Omicron变体发展，人们越来越关注公平获得评估、入学率下降以及学生(特别是Māori和太平洋裔)教育成果不公平的问题。通过文献分析和研究访谈对不确定时期高风险评估的学校和教育机构经验进行了研究。利用Gewirtz对正义的多维和复杂本质的语境分析，以及Rogoff的社会文化分析的三个层面的概念框架:个人(学习者)，人际(学校)和机构(教育机构)，揭示了尽管协作适应最小化了对福祉和公平获取的评估中断，但它们并没有改变高风险评估。

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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.