Silver Linings: Rethinking Assessment Pedagogy under the Pandemic

Autor/inn/en	Amrane-Cooper, Linda; Hatzipanagos, Stylianos; Tait, Alan
Titel	Silver Linings: Rethinking Assessment Pedagogy under the Pandemic
Quelle	In: European Journal of Open, Distance and E-Learning, 25 (2023) 1, S.93-103 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/eurodl-2023-0007
Schlagwörter	Pandemics; COVID-19; Educational Change; Integrity; Distance Education; Higher Education; Online Courses; Computer Assisted Testing; Access to Education; Equal Education; Educational Opportunities; Evaluation Methods; Student Evaluation; Foreign Countries; Stakeholders; Teacher Attitudes; Student Attitudes; College Faculty; College Students; Test Format; Performance Based Assessment; Evaluators; Administrator Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Integrität; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Schulnote; Studentische Bewertung; Ausland; Lehrerverhalten; Schülerverhalten; Fakultät; Collegestudent; Testentwicklung; Leistungsermittlung; Großbritannien
Abstract	In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01