Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown

Judge, Miriam

doi:10.1080/03323315.2021.1917443

Cited by 10 publications

(8 citation statements)

References 26 publications

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“…There were several obstacles in distance learning through Zoom Cloud Meetings, such as internet network barriers, lack of devices, and students' low interest in following distance learning. There is no specific assessment standard for online learning; for example, the DALDIS (Digital Assessment for Learning informed by Data to motivate and Incentivise students) assessment program in Ireland that is feedback so that students and teachers can give each other assessments of ongoing learning [22]. Homework related to distance education is still very much and must be completed collaboratively together, whether the government through fair policies, schools, universities, or other stakeholders.…”

Section: Discussionmentioning

confidence: 99%

Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19

Artanti¹,

Rahayuningsih²

2022

Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021)

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The Covid-19 pandemic provides the right momentum for implementing distance education worldwide, including in Indonesia. This reflection is an effort to explore prospective teachers' experiences teaching French as a foreign language in Senior High School 1 Bangsri, Jepara, Central Java, Indonesia, participating in the Education Practice Program in periods of crisis due to pandemic. Various adaptations and improvisations in finding ways to implement online teaching practices need to be interpreted critically for remedial measures for related institutions, namely universities and schools. The students are agents who can help schools accelerate the improvement of the quality of distance learning schools where they practice education. Various kinds of students' knowledge and experience of online learning practices, including proficiency in using multiple platforms, seem useless in facing the infrastructure obstacles such as inadequate internet, lack of internet data, and lack of student interest in learning. Finally, the overall infrastructure for distance learning success still needs to be improved, including improving students' skills searching for creative and adaptive breakthroughs in understanding. For universities, this is a challenge that must be sought solutions, namely training students to continue to think critically through a constructive and adaptive curriculum in preparing prospective teacher students who will become agents of change in teaching French as a foreign language in Indonesia.

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Section: Discussionmentioning

confidence: 99%

Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19

Artanti¹,

Rahayuningsih²

2022

Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021)

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“…Assessment is one of the most fundamental issues in the educational processes, and it is an object of concern for both school administrators and the broader educational community. Teachers have had to modify their assessment strategies and instruments in a very short time frame (Judge, 2021;Mishra et al, 2020) while students have had to adapt to the new systems, which differ significantly from the traditional ones (Gonzalez et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Educación online durante el cierre escolar por COVID 19 en España. Percepción del profesorado

Fernández-Canteli

Suárez

Olay

2021

Aloma

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Este estudio empírico explora las percepciones del profesorado no universitario sobre la educación online y el uso de las TIC durante el cierre de los centros educativos españoles por la COVID 19. También pretende determinar las limitaciones encontradas en algunos aspectos, y las diferencias de opinión entre el profesorado de distintas etapas educativas. Para ello, se diseñó un cuestionario ad hoc destinado al profesorado de toda España del que se obtuvieron 700 respuestas. Los resultados muestran que el instrumento utilizado es válido, fiable y capaz de discriminar diferentes puntos de vista sobre la educación online en diversos tipos de enseñanzas. Asimismo, revela que la percepción del profesorado sobre la instrucción online no es favorable, siendo más negativa en las etapas obligatorias que en las más vocacionales. Además, la educación online supone una carga de trabajo extra, un coste económico adicional, y lleva aparejadas algunas dificultades derivadas de la falta de contacto físico-emocional con el alumnado. Se puede concluir que la pandemia ha llevado al profesorado a realizar un esfuerzo extenuante por adaptarse al nuevo escenario educativo y por modificar sus estrategias, todo lo cual ha causado innumerables inconvenientes y ha propiciado novedosas formas de interacción con el estudiantado.

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“…The second one referred to the use of different applications and technologies for conducting assessment in a reliable and valid way in times of paperless exams (Cáceres & Suárez, 2021;Yadav & Rana, 2021). Among the different challenges that this second issue implies, academic integrity was one of the major concerns (Judge, 2021).…”

Section: Learning Assessment: the Most Challenging Element Of The Ins...mentioning

confidence: 99%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

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A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.

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Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown

Cited by 10 publications

References 26 publications

Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19

Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19

Educación online durante el cierre escolar por COVID 19 en España. Percepción del profesorado

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

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