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D. Hickey, Tripp Harris (2021)
Reimagining online grading, assessment, and testing using situated cognitionDistance Education, 42
M. Tesar (2021)
Future Studies: Reimagining our Educational Futures in the Post-Covid-19 worldPolicy Futures in Education, 19
IntroductionAlongside many other instructional practices, the COVID‐19 pandemic disrupted assessment of student learning. A shift from in‐person to a fully online and remote instruction format occurred at many institutions of higher education soon after the World Health Organization announced the pandemic status in mid‐March of 2020 (WHO 2021). Even after the 2019–2020 academic year, many college courses continued to be taught in a fully remote and online mode as the pandemic persisted. For instance, there was a reported 93% increase in the number of students taking only distance education courses in Fall 2020 semester compared to the Fall 2019 semester (Lederman 2021). While many institutions shifted toward offering more in‐person courses during the Spring 2021 semester, some estimates suggest that at least 40% of colleges and universities were primarily offering courses online (College Crisis Initiative 2021). As such, there is a continued need to understand how the swift transition to an online and remote instructional format influences teaching and assessment in higher education.Research AimsWe wanted to understand the factors that instructors considered when assessing student learning during the COVID‐19 pandemic. Our first aim was to understand instructors’ responses to the pandemic circumstances in terms of assessment practices. We gathered
Assessment Update – Wiley
Published: May 1, 2023
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