Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared

Autor/inn/en	Sandvik, Lise Vikan; Svendsen, Bodil; Strømme, Alex; Smith, Kari; Aasmundstad Sommervold, Oda; Aarønes Angvik, Stine
Titel	Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared
Quelle	In: Educational Assessment, 28 (2023) 1, S.11-26 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sandvik, Lise Vikan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2122953
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Student Evaluation; Evaluation Methods; Student Attitudes; Teacher Role; Foreign Countries; Student Role; Self Management; Feedback (Response); Independent Study; Secondary School Students; Secondary School Teachers; Grading; Distance Education; Teacher Attitudes; Norway + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Schulnote; Studentische Bewertung; Schülerverhalten; Lehrerrolle; Ausland; Selbstmanagement; Selbststudium; Sekundarschüler; Notengebung; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Norwegen
Abstract	The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the individual teacher. Because of this, teachers' assessment skills became more important. This study examines students' and teachers' experiences of assessment during the lockdown period. The findings revealed that students got little support from the teacher in their learning process; they worked alone and felt insecure about assessment. Teacher collaboration about assessment seemed sporadic and the assessment routines were weak. The study raises concerns about equity in education when teachers have problems implementing assessment practices that support students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01