Changes in Classroom Assessment Practices during Emergency Remote Teaching Due to COVID-19

Autor/inn/en	Panadero, Ernesto; Fraile, Juan; Pinedo, Leire; Rodríguez-Hernández, Carlos; Díez, Fernando
Titel	Changes in Classroom Assessment Practices during Emergency Remote Teaching Due to COVID-19
Quelle	In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 3, S.361-382 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panadero, Ernesto) ORCID (Fraile, Juan) ORCID (Pinedo, Leire) ORCID (Rodríguez-Hernández, Carlos) ORCID (Díez, Fernando)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2022.2067123
Schlagwörter	Distance Education; Educational Assessment; COVID-19; Pandemics; Foreign Countries; Teacher Attitudes; Peer Evaluation; Testing; Grading; Scoring Rubrics; Student Participation; Evaluation Criteria; Early Childhood Education; Elementary Education; Secondary Education; Vocational Education; Higher Education; Spain + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Education; assessment; Bewertungssystem; Ausland; Lehrerverhalten; Testdurchführung; Testen; Notengebung; Schulnote; Scoring formulas; Auswertungsbogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Sekundarbereich; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Spanien
Abstract	This study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students' involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students' involvement in assessment which has decreased. (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