Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic

Abstract

In this paper, we examine how the Covid-19 pandemic affected the quality of teachers’ assessment and feedback in Finland’s foreign language classes during the remote teaching period in spring 2020. Multifaceted assessment and feedback practices are underscored in Finland’s core curricula, forming a focal aspect of learning. Therefore, we studied teachers’ perceptions of their assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students’ final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers’ perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students’ final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods.

Are the Benefits of Emergency Remote Education Truly Benefits? Ethical Dilemmas and Research Results on Emergency Remote Education from the Perspective of Prospective Teachers and the Foundations of Pedagogical Study Programmes

“…In our literature review, we found that an approach that overlooks this underlying context of events in the interpretations of results, and is largely enthusiastic about what technology makes possible, is very common, and that researchers point out in their conclusions, among other things, that teachers could be better trained to work with ICT (e.g., Anderson, 2021;Karataş et al, 2021;Korhonen et al, 2021;Mäkipää et al, 2021). These demonstrations turn technology, which is a means, into an end.…”

The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education

“…In terms of assessment, closed-book exams at the end of the study unit were not recommended; instead, teachers should opt for more flexible assessment practices [25]. Even though teachers in higher education were not prepared for online assessment, they have created innovative assessment practices that increase authenticity [26], and in general, teachers feel that their assessment has been reliable [5]. In the emergency remote teaching framework, assessment plays a major role, but teachers first need to inquire about resources, after which they design pertinent assessment practices [10].…”

“…In Finland, remote teaching during the COVID-19 pandemic has been investigated from a range of perspectives. For example, previous research has focused on language teachers' assessment and feedback practices [5], academic achievement in physics and chemistry [6], and comparisons between Thai and Finnish higher education students [7]. These studies show that students in Finland faced challenges with time management [6] but not particularly with technical issues [6,7].…”

Feedback practices in foreign language emergency remote teaching in Finland

“…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.…”