ABSTRACT

This study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students’ involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students’ involvement in assessment which has decreased.

摘要

本研究探讨了由于 COVID-19 锁定而转向紧急远程教学对评估实践的影响。共有 936 名来自从幼儿到大学各个教育阶段的西班牙教师参加了这项全国性调查。探讨了四个方面：（1）评估工具（如考试）使用的变化；（二）考核标准、标准和评分的变化；(3) 反馈的传递和量规使用的变化；(4) 学生参与评估（即自我评估和同伴评估）的变化。总的来说，结果喜忧参半，一些领域为了适应新形势而发生了某些变化（例如，小学教师降低了他们的评分标准），而许多其他的评估做法仍然相似，尤其是在高等教育教师中。