The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Chung, Sun-Joo; Choi, Lee-Jin

doi:10.3390/su13084499

Cited by 30 publications

(33 citation statements)

References 40 publications

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“…In the same vein, Chung and Choi ( 2021 ) explored how the transition to online mode affected the instructors’ teaching and assessment practices. They also studied the satisfaction level of the instructors and the students with the new online mode.…”

Section: Introductionmentioning

confidence: 99%

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

Ghanbari

Nowroozi

2021

Lang Test Asia

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For many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

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Section: Introductionmentioning

confidence: 99%

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

Ghanbari

Nowroozi

2021

Lang Test Asia

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“…Certain students lack access to resources such as computers, webcams, and a secure Internet connection (Neuwirth et al, 2020). In addition, despite the shared joy of implementing online language instruction on short notice as a response to the pandemic, this transition in teaching delivery configuration has presented a number of challenges to language educators and administrators in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts (Chung & Choi, 2021) that may affect students' learning performance. Hence, sustainability in education highlights the necessity of innovative and sustainable educational techniques.…”

Section: Discussionmentioning

confidence: 99%

Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

et al. 2021

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University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers. As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

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“…English teachers recognized the need for themselves. Korean teachers trying out a new method for assessment, surmised that with a little more training they could more closely align learning and assessment (Chung & Choi, 2021). Malaysian teachers recognized that with training in online learning tools they would gain more confidence in conducting online teaching (Wen & Tan, 2020).…”

Section: Professional Developmentmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Cited by 30 publications

References 40 publications

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

Innovation on Education and Social Sciences

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