An exploratory study of how novice instructors pivot to online assessments strategies

Byrne, Virginia L.; Hogan, Erin K.; Dhingra, Neil; Anthony, Monica; Gannon, Colleen

doi:10.1080/01587919.2021.1911624

Cited by 9 publications

(8 citation statements)

References 20 publications

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“…Students’ self-reporting enables the teacher to obtain assessment data that otherwise may not be as easily accessible as in an offline classroom. While students’ self-assessment has been widely acknowledged as an important source of assessment data in online teaching [ 8 , 10 ], previous studies have rarely investigated how the quality of self-reporting assessment data can be further enhanced via teachers’ follow-up interaction as a kind of intervention. This should be where the current study makes its unique contribution to the field of online-classroom assessment.…”

Section: Discussionmentioning

confidence: 99%

“…A natural and effective approach to obtaining behavioural cues is for students to report their own learning process and outcome as an indirect lens for teachers to observe their behaviours [ 8 , 9 ]. Previous research has also shown the usefulness of students’ own reporting, for instance in the form of student feedback, in providing the teacher with important information with which to conduct assessment [ 10 ]. In this study, such an approach is conceptualised as self-reporting, which serves as a source of assessment data in online teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

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Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

2022

Behavioral Sciences

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How teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a large-scale questionnaire survey to investigate the effects of the intensity of interaction in interactive self-reporting and teachers’ professional experience on the quality of assessment data in online teaching. Results showed that only the intensity of teacher’s follow-up interaction regarding interactive self-reporting had a significant impact on the quality of the assessment data. Specifically, as a behavioural cue elicitor, interactive self-reporting may be best utilised when interaction of a moderate intensity is employed by the teacher following students’ self-report. The accuracy and efficiency of interactive self-reporting as a means to obtain assessment data in online teaching can only, thus, be best synergised. Otherwise, the accuracy and efficiency may be reduced to a wax-and-wane relationship, i.e., each one increases at the expense of the other.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

2022

Behavioral Sciences

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“…Also, male teachers were more qualified and eager to implement teaching and online assessment compared to female teachers. Byrne et al (2021) discovered how some novice instructors who received no prior training on how to construct online assessments managed to implement various assessment strategies. The results revealed that because institutional and departmental support was extremely limited, instructors encountered real problems to switch from face-to-face assessment mode to online assessment.…”

Section: Studies On Assessment In An Online Environmentmentioning

confidence: 99%

Exploring Teacher’s Perspectives about Online Assessment during the COVID-19 Pandemic in a Saudi Context

Roomy¹

2022

AWEJ

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The emergency transition to online learning due to COVID-19 has forced many sectors to respond quickly. The readiness of educational institutes to attend to the abrupt crisis and shift to teach remotely is practiced at different levels. Online assessment is one of them. Rapid advances in technology and software applications are changing the practices of assessment in innumerable ways. Teachers are encouraged to implement a diverse array of assessment methods to measure the learning process of their students in an online environment which may not be the same as conventional learning. Therefore, the current study aims to explore teachers’ perspectives about online assessment during the COVID-19 pandemic in a Saudi context. This study endeavours to shed light on this aspect of online assessment by answering the main question of challenges and benefits faced by English teachers in an online environment. The study was qualitative in nature deploying semi-structured interviews with English instructors to collect data about the researched matter. The findings revealed that the most preferred online assessment tool teachers used to implement was the multiple-choice format. Also, the analysis showed that challenges associated with online assessment were diverse, and some of them were handled appropriately while others remained. For the advantages, they worked in favour of teachers, students and department. This was observed in the opportunities online assessment could provide to save time, easiness to design, take and record and objectivity in marking. Implications and recommendations were offered for further direction and research.

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“…The identified constraints of online assessment in the distance and remote situations led to an agreement to urge teachers to adjust and modify their assessment design and practices that meet the learners' needs in an online environment, especially in ERT (Cheng et al, 2013;Rovai, 2000;Zhang et al, 2021). Some scholars have explicitly suggested that formative assessment or assessment for learning is a more robust strategy for online assessment than a test or one-shot summative examination (Byrne et al, 2021;Cheng et al, 2013;Şenel & Şenel, 2021). Online formative assessment is not a fixed entity.…”

Section: Introductionmentioning

confidence: 99%

“…However, it should be regarded as an integral part of learning activities that can assist learners in achieving the learning targets with the assistance of constructive feedback (Şenel & Şenel, 2021). Moreover, it is believed that online formative assessment or assessment for learning activities, such as online discussion forums and online collaborative writing, can promote social, teachers, and cognitive presences in online instruction and increase students' engagement in remote interactions (Byrne et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

Luthfiyyah

Cahyono

Ivone

et al. 2022

SiELE

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The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

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An exploratory study of how novice instructors pivot to online assessments strategies

Cited by 9 publications

References 20 publications

Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

Exploring Teacher’s Perspectives about Online Assessment during the COVID-19 Pandemic in a Saudi Context

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

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