How COVID-19 Has Changed Language Assessments in Higher Education: A Practitioners' View

Autor/inn/en	Elena Polisca; Sascha Stollhans; Romain Bardot; Rollet, Cyrille
Titel	How COVID-19 Has Changed Language Assessments in Higher Education: A Practitioners' View
Quelle	(2022), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sascha Stollhans)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Integrity; Ethics; Evaluation Methods; Second Language Learning; Second Language Instruction; Higher Education; Barriers; Online Courses; Language Teachers; Teacher Attitudes; Language Skills; Educational Change; Student Evaluation; Cheating; Language Tests; Semitic Languages; Indo European Languages; Chinese; French; German; Italian; English (Second Language); Japanese; Portuguese; Russian; Foreign Countries; Plagiarism; Blended Learning; Computer Assisted Instruction; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Integrität; Ethik; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Language teacher; Sprachunterricht; Lehrerverhalten; Language skill; Sprachkompetenz; Bildungsreform; Schulnote; Studentische Bewertung; Prellen; Language test; Sprachtest; Arabisch; Hebräisch; Indoeuropäisch; China; Chinesen; Französisch; Deutscher; Italienisch; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Portugiesischunterricht; Russisch; Ausland; Plagiat; Computer based training; Computerunterstützter Unterricht; Großbritannien; Australien
Abstract	This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the COVID-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01