Abstract Due to the precipitous onset of the coronavirus disease, teachers and students across the nation were thrust into a new environment, and the impact of this new experience will be felt both shorter and longer term. This academic year saw “test pollution” with the switch to online instruction, and student learning was significantly impacted by stress, anxiety, illness, being forced to learn in a vastly different method than previously experienced, and the increased potential to fall behind due to lack of access to materials. Classroom assessment, teaching and learning, and measurement and interpretation of student growth are among the numerous areas that have been affected by the sudden switch of schools to online instruction that will require much thought in order to examine the impact of the significant deviation from the classroom norms on which much of previous research has been based. Educators, educational researchers, and policymakers have been presented with a challenge that does not have a definitive answer. There are many unknowns that remain as schools plan to move forward with instruction. However, through collaboration, the knowledge that each of these professionals can contribute ensures that adequate decisions will be made that will benefit all students equitably.

中文翻译：

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COVID-19 对 K-12 学生学习和评估的长期影响

摘要 由于冠状病毒病的突然爆发，全国师生被推入了一个新的环境，这种新体验的影响将在短期和长期内感受到。这一学年随着转向在线教学出现了“考试污染”，学生的学习受到压力、焦虑、疾病的显着影响，被迫以与以前经历的截然不同的方法学习，并且由于以下原因而落后的可能性增加无法获得材料。课堂评估，教与学，学生成长的测量和解释是受学校突然转向在线教学影响的众多领域之一，需要深思熟虑，以检查显着偏离课堂规范的影响。已经基于。教育工作者、教育研究人员和政策制定者面临着一个没有明确答案的挑战。随着学校计划推进教学，仍有许多未知数。然而，通过合作，这些专业人士中的每一个都可以做出贡献的知识确保将做出适当的决定，使所有学生都能公平地受益。政策制定者面临着一个没有明确答案的挑战。随着学校计划推进教学，仍有许多未知数。然而，通过合作，这些专业人士中的每一个都可以做出贡献的知识确保将做出适当的决定，使所有学生都能公平地受益。政策制定者面临着一个没有明确答案的挑战。随着学校计划推进教学，仍有许多未知数。然而，通过合作，这些专业人士中的每一个都可以做出贡献的知识确保将做出适当的决定，使所有学生都能公平地受益。