Literaturnachweis - Detailanzeige
| Autor/inn/en | Cooper, Amanda; DeLuca, Christopher; Holden, Michael; MacGregor, Stephen |
|---|---|
| Titel | Emergency Assessment: Rethinking Classroom Practices and Priorities amid Remote Teaching |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 5, S.534-554 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (DeLuca, Christopher) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2022.2069084 |
| Schlagwörter | Educational Change; COVID-19; Pandemics; Distance Education; Web Based Instruction; Evaluation Methods; Secondary School Students; Foreign Countries; Feedback (Response); Problem Based Learning; Formative Evaluation; Well Being; Technology Uses in Education; Canada |
| Abstract | Systemic disruptions from COVID-19 have transformed the assessment landscape in Canada and across the world. Alongside repeated shifts to emergency remote teaching, large-scale assessments and summative evaluations were cancelled in many jurisdictions, and repeated concerns were raised about ensuring equity and access to quality education. This paper investigates the rapid -- and in many cases innovative -- responses teachers offered to these challenges at the height of the pandemic. Drawing on prolonged semi-structured interviews with 17 secondary school teachers in Ontario, Canada, the paper provides a detailed account of Ontario's approach to assessment during COVID-19, exemplified by participants' lived experiences. Results highlight the notion of emergency remote assessment, the vital role of assessment in stemming widening equity and well-being gaps, and emerging consequences from this period. These data offer critical insights into the future of our forever-changed education landscape, and position classroom assessment as a priority player in this work. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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