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

Panadero, Ernesto; Fraile, Juan; Pinedo, Leire; Hernández, Carlos Felipe Rodríguez; Dı́ez, Fernando V.

doi:10.1080/0969594x.2022.2067123

Cited by 26 publications

(16 citation statements)

References 47 publications

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“…Flexibility could also include co-constructing an assessment item with the student cohort (Panadero et al , 2022). The submission date, response length and group or individual items may all be negotiated.…”

Section: Discussionmentioning

confidence: 99%

Quality indicators of effective teacher-created summative assessment

Brownlie,

Burke,

van der Laan

2023

QAE

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Purpose The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment. Design/methodology/approach Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments. Findings The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility. Research limitations/implications The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist. Originality/value To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

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Section: Discussionmentioning

confidence: 99%

Quality indicators of effective teacher-created summative assessment

Brownlie,

Burke,

van der Laan

2023

QAE

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“…For engineering educators to maximize student learning and their relationships with their students, they need to address the lack of connection students perceive in online classes [13]. This issue could be addressed by designing activities that promote more confidence and open new ways of connecting between students and professors, mentors, and other professional engineering groups, aiming to compensate for possible experiences of ineffective connection during the COVID-19 pandemic [3].…”

Section: Insights On Student Experiences In the Context Of The Univer...mentioning

confidence: 99%

“…The online classes had a different effect on Mexican and U.S. participants' learning and academic behavior, creating a greater interest in self-regulated learning activities for the U.S. participants and motivating them to search for knowledge by their own means. This positive effect of online courses needs to be promoted by U.S. professors, even when they return to face-to-face classes [13]. On the other hand, Mexican participants were less motivated to look for self-regulated learning opportunities, and Mexican professors need to develop teaching strategies where students have to take more responsibility for their learning in case their connection with their peers and professors is jeopardized again.…”

Section: Mexican and Us Studentsmentioning

confidence: 99%

“…The effects of the COVID-19 pandemic on education, particularly the effect of remote classes [13] and how students' emotions and learning experiences could be affected by hybrid courses [14], have also been studied. Likewise, cases are shown where laboratory courses went virtual [15,16] or where gamification was promoted to develop a more welcoming learning environment [17,18].…”

Section: Introduction 1background On the Effects Of The Covid-19 Pand...mentioning

confidence: 99%

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Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

et al. 2022

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The COVID-19 pandemic generated worldwide negative effects on college students’ stress levels and motivation to learn. This research focuses on the lack of development of a sense of belonging in engineering students due to online classes during the pandemic and possible differences experiencing online classes between students from different contexts and cultures. Data were collected from 88 Mexican and 139 U.S. engineering students during the Spring 2021 semester using ten survey items asking students’ perceptions of the effects of taking online courses during the COVID-19 pandemic on their sense of belonging in their major. Quantitative and qualitative analyses were conducted, aiming to determine the effects of taking online classes on students’ sense of belonging in engineering. Findings stressed the poor sense of belonging that engineering students may have after taking online classes during the COVID-19 pandemic when they missed opportunities to develop meaningful relationships with their peers and professors due to the lack of good communication. Consequently, students had uncertainties about successful learning during the pandemic in both Mexico and the U.S. Thus, activities such as accessible office hours, study groups, and meetings with mentors and tutors should be promoted to help students recover from the lack of a sense of belonging in the engineering major generated during online classes due to the COVID-19 pandemic.

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“…Moreover, teachers' online feedback can stimulate language development (Ene & Upton, 2014). Previous research on teachers suggests that feedback practices in foreign language emergency remote teaching have changed (Mäkipää et al, 2021a;Panadero et al, 2022). Hence, it is crucial to examine feedback in emergency remote teaching from students' perspectives, to revise feedback practices and to promote educational equity.…”

Section: Distance Education and Emergency Remote Teachingmentioning

confidence: 99%

Feedback practices in foreign language emergency remote teaching in Finland

Mäkipää¹

2022

Apples

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This case study investigated students’ perceptions of teacher feedback in foreign language emergency remote teaching in Finnish general upper secondary education. A total of 251 students from seven schools answered an online questionnaire. The results showed that students found teacher feedback to be encouraging, clear, instructive and general. Compared to students with higher course grades, students with lower course grades found teacher feedback to be discouraging, vague, unclear, and demotivating. Students perceived the quantity of oral feedback to be scarce. The results imply that feedback was not personalised to match students’ individual needs, and that teachers mostly relied on written feedback. Teachers can use these findings to reflect on their approach to feedback in emergency remote teaching and redesign strategies to diversify their feedback practices.

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

Abstract: This manuscript may not exactly replicate the published version due to editorial changes and/or formatting and corrections during the final stage of publication. Interested readers are advised to consult the published version.

Cited by 26 publications

References 47 publications

Quality indicators of effective teacher-created summative assessment

Quality indicators of effective teacher-created summative assessment

Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

Feedback practices in foreign language emergency remote teaching in Finland

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