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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFraile Ruiz, Juan 
dc.contributor.authorPinedo, Leire
dc.contributor.authorRodríguez Hernández, Carlos
dc.contributor.authorDíez, Fernando
dc.description.abstractThis 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
dc.publisherAssessment in Education: Principles, Policy & Practicespa
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.subjectAssessment practicesspa
dc.subjectEmergency remote teachingspa
dc.subjectPeer assessmentspa
dc.subjectOnline teachingspa
dc.titleChanges in classroom assessment practices during emergency remote teaching due to
dc.typejournal articlespa
dc.rights.accessRightsopen accessspa
dc.description.extent764 KBspa

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Atribución-NoComercial-SinDerivadas 3.0 España
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 España