Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China

Pu, Shi; Xu, Hao

doi:10.1007/s40299-021-00605-6

Cited by 13 publications

(9 citation statements)

References 31 publications

(47 reference statements)

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“…In another response, a supervisor raised the issue of cheating again when he referred to benefits by saying 'online assessment is easy to correct, but how can assess the progress of students if they cheat, it is better to take onsite exams'. Yet for online assessment to be effective, it has to be incorporated with online curricula (Pu & Xu, 2021) and not rely on assessment tools implemented in face-to-face assessment (Griffith & Care, 2015).…”

Section: Discussionmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

“…However, online assessment is a dominant issue in the online learning environment. Several discussions have emerged regarding the efficiency of online assessment and its practices in classrooms (Angelo & Cross, 1993;Azevedo & Azevedo, 2018;Becker, Becker& Becker, 2022;Conrad & Openo, 2018;Pu & Xu, 2021).…”

Section: Online Assessment: Definitions and Featuresmentioning

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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“…e basic idea and teaching effect of the "processed" language promotion links are designed. Based on multiple rounds of reflective teaching practice, the principle of evaluation focus and the specific method of "promoting learning through evaluation" are determined [13][14][15]. In recent years, with the active international cooperation of the team, POA has gradually exerted an international influence and has been the subject of keynote reports in academic seminars many times.…”

Section: Poamentioning

confidence: 99%

College English Reading Teaching Integrating Production Oriented Approach from the Perspective of Artificial Intelligence

Wang¹,

Yan

2022

Computational Intelligence and Neuroscience

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The objectives are to solve many problems in traditional English reading teaching, such as the passive acceptance of students’ learning situation, the rigid teaching mode of teachers and the difficulty in taking into account the individual needs of each student, and the forced averaging of students’ English learning ability and level. Firstly, a detection method of English reading level based on the Backpropagation neural network (BPNN) is designed. Secondly, the teaching process and specific teaching plan are designed with the Production Oriented Approach (POA). Finally, the detection method of English reading level is verified by simulation experiments, and the effect of the teaching method integrating POA is analyzed. The results show that (1) when the learning rate is 0.26 and the training time is 1000 times, the mean square error (MSE) of the model is the smallest. (2) The results of the practical experiment indicate that the number of people who sign up for the college English proficiency test, the number of actual exams, and the pass rate of the test in the experimental group using the teaching method are higher than those in the control group. Moreover, the number of people in the experimental group increased more than that in the control group after the experiment. There is no significant difference in the test results of the two groups before the experiment, and the average test scores of the experimental group are obviously higher than those of the control group after the experiment. The p value of the two groups of results is less than 0.05 in the t-test, indicating that there is a significant difference in the English reading level between the two groups after the experiment. Simultaneously, the difference between the results of class A before and after the experiment is larger than that of class B, showing that the teaching method integrating POA is more effective for students with higher English levels. Therefore, compared with the traditional teaching method, the teaching mode integrating POA is more effective in improving the English reading level of college students. It aims to transform POA theory into practice and provide a great reference for college English reading teaching.

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“…Teachers need to provide a flexible and alternative assessment for students with special unsupported conditions (Benson & Brack, 2010;Burgos et al, 2021). Providing various types of online assessment, such as online quizzes, e-portfolio, discussion forums, video presentation, simulations/gaming, and setting the assessment into the asynchronous mode, can be the alternative ways to facilitate students from different conditions (Pu & Xu, 2021;Rahiem, 2020) In short, those endeavors can lead to a fair online assessment for all students and not disserve students with the assessment procedure in emergency remote situations.…”

Section: Online Assessment In Pandemic Covid-19 Situationmentioning

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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Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China

Cited by 13 publications

References 31 publications

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

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

College English Reading Teaching Integrating Production Oriented Approach from the Perspective of Artificial Intelligence

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

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