How Covid-19 has changed language assessments in higher education. A practitioners' view.

Autor/inn/en	Polisca, Elena; Stollhans, Sascha; Bardot, Romain; Rollet, Cyrille
Titel	How Covid-19 has changed language assessments in higher education. A practitioners' view.
Quelle	Aus: Hampton, Cathy (Hrsg.); Salin, Sandra (Hrsg.): Innovative language teaching and learning at university. Facilitating transition from and to higher education. Research-publishing.net (2022) S. 81-91 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-2-490057-98-6
DOI	10.25656/01:29363 10.14705/rpnet.2022.56.1375
URN	urn:nbn:de:0111-pedocs-293637
Schlagwörter	COVID-19; Pandemie; Digitale Medien; Online; Online-Kurs; Technologieunterstütztes Lernen; Computerunterstützter Unterricht; Technologie; Prüfen; Testen; Testentwicklung; Prüfungsforschung; Prüfungsleistung; Sprache; Sprachenlernen; Fremdsprachenunterricht; Fremdsprache; Spracherwerb; Hochschulbildung; Deutsch als Fremdsprache; Französisch; Spanischunterricht; Spanisch; Französischunterricht; Blended Learning; Fremdsprachenstudium; Sprachfertigkeit; Großbritannien; England
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. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main