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Assessment in Higher Education in Times of Pandemic: Obstacles and Opportunities for Change
Auteur(s)
Daele, Amaury  
Šteh, Barbara  
Koutselini, Mary  
Ratnam, Tara  
Éditeur(s)
J. Craig, Cheryl  
Mena, Juanjo  
G. Kane, Ruth  
Type
Chapitre d'un livre collectif
Date de publication
2023-01-01
Langue de la référence
Anglais
Entité HEP
Filière Formation continue certifiée (FCC)  
UER Développement de l’enfant à l’adulte (DV)  
Résumé
In higher education, the usual assessment methods are oral or written exams, multiple-choice questions, and individual or group written essays. However, in a distance learning context, it is often necessary to offer students more support, including formative assessment and self-assessment strategies. International reports have shown that teachers have adapted their learning assessment strategies during the Covid-19 pandemic. How did educators adapt their assessment strategies recently during the pandemic? What are the intentions underlying their decision-making? Our objective is to understand the decision-making process of teacher educators and university teachers in adapting their methodology for assessing student learning during the pandemic. To answer these questions, we adopted a qualitative research approach. We collected data from 29 different countries via: (1) open-ended questionnaires, (2) personal accounts, (3) unstructured interviews, and (4) a specific questionnaire about assessment. Four main categories emerged from our data: (1) challenges, (2) assessment practices, (3) changes in teachers' perceptions and practices, and (4) reflection on assessment. The findings suggest that (1) uses of technology for assessment have developed strongly; (2) careful coordination among colleagues is very important; (3) educators developed formative assessment strategies; and (4) educators' reflections have focused on many challenges: ethical, technical, and pedagogical.
Mention d’édition
Emerald Publishing Limited
Ville d'édition
Bingley
Pays d'édition
UK
Collection
Advances in Research on Teaching
DOI
10.1108/S1479-368720230000041016
ISBN
978-1-80455-462-3
Peer Reviewed
Portée (nationale / internationale)
Internationale
Volume / Tome
41
Pagination
133-152
Handle
http://hdl.handle.net/20.500.12162/6748
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