{"title":"探讨新冠肺炎学校改革方案对教师考核实践的影响","authors":"A. Kanjee, J. K. Ramollo","doi":"10.1080/0969594X.2023.2228503","DOIUrl":null,"url":null,"abstract":"ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"122 1","pages":"245 - 272"},"PeriodicalIF":2.7000,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices\",\"authors\":\"A. Kanjee, J. K. Ramollo\",\"doi\":\"10.1080/0969594X.2023.2228503\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.\",\"PeriodicalId\":51515,\"journal\":{\"name\":\"Assessment in Education-Principles Policy & Practice\",\"volume\":\"122 1\",\"pages\":\"245 - 272\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2023-07-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment in Education-Principles Policy & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0969594X.2023.2228503\",\"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}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2023.2228503","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}
Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices
ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.
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.