Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Assessment Practices of U.S. College Instructors in Response to the COVID‐19 Pandemic: Implications for a Post‐Pandemic Era

Assessment Practices of U.S. College Instructors in Response to the COVID‐19 Pandemic:... 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Assessment Update Wiley

Assessment Practices of U.S. College Instructors in Response to the COVID‐19 Pandemic: Implications for a Post‐Pandemic Era

Loading next page...
 
/lp/wiley/assessment-practices-of-u-s-college-instructors-in-response-to-the-ZC0v3BEIKg

References (2)

Publisher
Wiley
Copyright
Copyright © 2023 Wiley Periodicals, Inc., A Wiley Company
ISSN
1041-6099
eISSN
1536-0725
DOI
10.1002/au.30349
Publisher site
See Article on Publisher Site

Abstract

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

Journal

Assessment UpdateWiley

Published: May 1, 2023

There are no references for this article.