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Secondary School Teachers' Use of Online Formative Assessment during COVID-19 Lockdown: Experiences and Lessons Learned
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Veugen, Maria Joanna; Gulikers, Judith Theresia Maria; den Brok, Perry – Journal of Computer Assisted Learning, 2022
Introduction: During the COVID-19 lockdown in 2020, teachers had to shift their teaching and assessment to online. Formative assessment (FA) can help teachers to engage, guide and monitor students' (online) learning. However, more knowledge is needed of how teachers could use the full FA process online. Methods: In this study data from 50…
Descriptors: Secondary School Teachers, Formative Evaluation, Student Evaluation, Electronic Learning
Region 1 Comprehensive Center Reimagining Education Series: Approaches for Assessing Student Learning
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Huckle, Erin; LeVangie, Samantha; Tierney-Fife, Peter – Region 1 Comprehensive Center, 2021
While the COVID-19 pandemic disrupted conventional assessment practices, it offers an opportunity to reconsider the purposes and types of assessment used to evaluate student learning and inform instruction. Cancellation of spring 2020 student assessments and the freezing of school accountability status gave many districts and schools an…
Descriptors: Student Evaluation, COVID-19, Pandemics, Educational Change
Remote Assessment Strategies in the Post-COVID Era of Blended Learning: Do They Have a Role?
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Z., Zayapragassarazan; Bobby, Zachariah; Mohapatra, Devi Prasad – Online Submission, 2022
Since the onset of the COVID-19 pandemic in 2020, students' right to education has been threatened globally, and medical colleges are not an exception to this. During COVID-19 induced lockdown, medical colleges had to resort to online classes instead of regular academic sessions. Medical colleges and other higher education institutions in India…
Descriptors: Blended Learning, Distance Education, COVID-19, Pandemics
Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore
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Chan, Kwong Tung – Education Sciences, 2021
The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst…
Descriptors: Formative Evaluation, Blended Learning, Chinese, Second Language Instruction
An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course during the COVID-19 Pandemic
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Nathaniel, Thomas I.; Goodwin, Richard L .; Fowler, Lauren; McPhail, Brooks; Black, Asa C., Jr. – Anatomical Sciences Education, 2021
The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the COVID-19 pandemic. An adaptive blended learning method was developed in response to the…
Descriptors: Medical Students, Medical Education, Neurosciences, Integrated Curriculum
Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction
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Myung, Jeannie; Gallagher, Alix; Cottingham, Benjamin; Gong, Angela; Kimner, Hayin; Witte, Joe; Gee, Kevin; Hough, Heather – Policy Analysis for California Education, PACE, 2020
This report offers a framework for districts to use in their preparation to provide quality instruction through distance and blended models. In the wake of COVID-19, "teaching as usual" will be neither possible nor sufficient to meet students' needs because California's schools have experienced disruptions to each aspect of the…
Descriptors: COVID-19, Pandemics, Blended Learning, Distance Education