scholarly journals Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

2021 ◽  
Vol 12 (4) ◽  
pp. 3-18
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani
Keyword(s):  
Teaching Methods ◽  
Review Paper ◽  
Language Assessment ◽  
Educational Institutions ◽  
Online Assessment ◽  
Teaching Approaches ◽  
Face To Face ◽  
Learning Contexts ◽  
Online Assessments ◽  
Remote Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

scholarly journals Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

2022 ◽  
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani
Keyword(s):  
Teaching Methods ◽  
Review Paper ◽  
Language Assessment ◽  
Educational Institutions ◽  
Online Assessment ◽  
Teaching Approaches ◽  
Face To Face ◽  
Learning Contexts ◽  
Online Assessments ◽  
Remote Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

scholarly journals FEASIBILITY OF USING TELEMEDICINE FOR LANGUAGE ASSESSMENT

2021 ◽  
Author(s):  
Marcela Silagi ◽  
Maria Freitas ◽  
Isabel Almeida ◽  
Paola Pisetta ◽  
Bárbara Beber ◽  
...  
Keyword(s):  
Healthy Subjects ◽  
Cognitive Impairments ◽  
Language Assessment ◽  
Healthy Adults ◽  
Future Research ◽  
Online Assessment ◽  
Online Environment ◽  
Verbal Comprehension ◽  
Face To Face ◽  
Online Assessments

Background: The international literature has shown viability in the use of telemedicine for language assessment in individuals with dementia. However, no studies were found on language testing via the Internet in Brazil. Objectives: To verify the feasibility of using telemedicine for language assessment, by comparing the performance of healthy adults in face-to-face and online assessments, and to verify the influence of age and education in the evaluation types. Methods: The sample consisted of 15 cognitively healthy subjects, aged between 57-70 years (M=63.2; SD=4.6) and education between 8-22 years (M=14.7; SD=4.3). The Western Aphasia Battery-Revised (WAB-R) was used for language assessment, with subtests for spontaneous speech, auditory verbal comprehension, repetition, naming, reading, and writing. Subjects were randomly evaluated in person and online. Results: No differences were found in WAB-R scores obtained in a face-to-face versus online environment. There was a negative correlation between the Aphasia Coefficient score and age (rs=-0.814; p=0.013) and a positive correlation for education (rs=0.736; p=0.037) in the online assessment. Conclusions: The use of telemedicine for language assessment proved to be feasible for cognitively healthy adults, despite the influence of age and education. Future research is needed to analyze the feasibility of this mode of evaluation in subjects with cognitive impairments.

scholarly journals Nauczanie czy wychowanie? Rola nauczyciela we współczesnej szkole – oczekiwania rodziców

2021 ◽  
pp. 29-43
Author(s):  
Hanna Lewandowska
Keyword(s):  
Teaching Methods ◽  
Educational Institutions ◽  
Research Results ◽  
Remote Learning

The article is an attempt to define the expectations of parents of students towards teachers after a difficult period of remote learning forced by the Covid-19 pandemic. During this form of education, the tutors had a chance to observe the teacher while he is working with children and assessing its effects. They could also compare the teaching methods and aids used by different educators. After the period of forced isolation, the parents’ requirements regarding the upbringing support of their children may also have changed. Educational institutions and teachers themselves face the difficult task of reconciling the functions of teacher’s and educator in one. The presented research results present the expectations related to the substantive preparation of the teacher for the profession and with his knowledge in the field of pedagogical and therapeutic support.

scholarly journals An experience in mixing cognitive and affective teaching approaches in a CS1 course

2021 ◽  
Author(s):  
João Marcelo Borovina Josko
Keyword(s):  
Social Skills ◽  
Teaching Methods ◽  
Computer Programming ◽  
Formative Feedback ◽  
Pair Programming ◽  
Teaching Approaches ◽  
Affective Dimension ◽  
Face To Face ◽  
Preliminary Results ◽  
Affective Dimensions

Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

Online Writing Assessment during the Covid-19 Pandemic: Challenges, Options and Scenarios

2021 ◽  
Vol 1 (1) ◽  
pp. 64-73
Author(s):  
Fitri Handayani ◽  
Hermawati Syarif
Keyword(s):  
Writing Assessment ◽  
Planning Process ◽  
Curriculum Planning ◽  
Assessment Process ◽  
Online Assessment ◽  
Full Time ◽  
Online Writing ◽  
Face To Face ◽  
Online Assessments ◽  
Face To Face Learning

Assessment is at the core of the teaching process. It shapes students’ understanding of the curriculum and determines their ability to progress. Choosing an assessment strategy is an important aspect of the curriculum planning process. Hence, in the context of this shift from face-to face learning to full-time online learning, several challenges arose including how to develop online writing assessment to the students. In particular, online assessment of students’ writing has become an unprecedented new situation for many English lecturers. The transition from face-to-face assessment to online assessment has been a new experience for many English lecturers who have never applied it before nor have background knowledge of its mechanisms and methods. The issue has raised an important point for English teaching practitioners and course designers regarding the strategies and challenges of this mandatory mode of assessment. From this perspective, the purpose of this paper is to provide an overview of online writing assessments in the COVID-19 pandemic era, including challenges faced by lecturers in conducting online assessments, as well as a set of recommendations for designing online assessment mechanisms and strategies that will result in a fair assessment process for all.

scholarly journals COGNITIVE SCREENING THROUGH TELEMEDICINE – A PILOT STUDY

2021 ◽  
Author(s):  
Paola Pisetta ◽  
Isabel Almeida ◽  
Bárbara Beber ◽  
Maira Oliveira ◽  
Marcela Silagi ◽  
...  
Keyword(s):  
Developing Countries ◽  
Cognitive Assessment ◽  
Healthy Subjects ◽  
Online Assessment ◽  
Cognitive Screening ◽  
Cognitive Domains ◽  
Face To Face ◽  
Online Assessments ◽  
Final Score ◽  
Addenbrooke’S Cognitive Examination

Background: International research aimed at the feasibility of cognitive assessment through telemedicine has shown heterogeneous results. Further studies are needed to guarantee it’s feasibility, especially in developing countries like Brazil. Objective: Verify the feasibility of using telemedicine to perform a brief cognitive screening by comparing the performance of healthy adults in face-to-face and online assessments. Methods: The sample consisted of 15 cognitively healthy subjects, aged between 57-70 years (M=63.2; SD=4.6) and education between 8-22 years (M=14.7; SD=4.3). The Addenbrooke’s Cognitive Examination–Revised (ACE-R) was used, it allows evaluation of five cognitive domains: attention and orientation, memory, fluency, language and visuospatial. Subjects were randomly evaluated in person and online, with an interval of 1-6 months. Results: No significant differences were found in ACER-R subtests and final scores obtained in face-to-face versus online assessment: attention and orientation (p=0.741), memory (p=0.913), fluency (p=0.913), language (p=0.855), visuospatial (p=1.000), final score (p=0,596). Conclusion: Cognitive screening through telemedicine has proven to be feasible for cognitively healthy subjects in the present study. Further studies are needed to assess its feasibility in cognitive impaired subjects.

scholarly journals Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System

2020 ◽  
Author(s):  
Glenda H.E. Gay
Keyword(s):  
Online Courses ◽  
Learning System ◽  
Online Assessment ◽  
Electronic Learning ◽  
Face To Face ◽  
Online Lectures ◽  
Regional University ◽  
Online Assessments ◽  
E Learning ◽  
Similar Assessment

Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

scholarly journals Design and Optimization of a Fuzzy Logic System for Academic Performance Prediction

Symmetry ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 133
Author(s):  
Juan A. Rojas ◽  
Helbert E. Espitia ◽  
Lilian A. Bejarano
Keyword(s):  
Academic Performance ◽  
Performance Prediction ◽  
Teaching Methods ◽  
Continuous Monitoring ◽  
Educational Institution ◽  
Educational Institutions ◽  
Educational Support ◽  
Design And Optimization ◽  
Monitoring Process ◽  
Logic System

Currently, in Colombia, different problems in education exist; one of them is the inconvenience in tracing and controlling the learning trajectories that decide the topics taught in the country’s educational institutions. This work aims to implement a logic-based system that allows teachers and educational institutions to carry out a continuous monitoring process of students’ academic performance, facilitating early corrections of errors or failures in teaching methods, to promote educational support spaces within the educational institution.

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