Abstract
This chapter analyzes the assessment literature related to the current crisis and compares the differences according to global and local perspectives. The qualitative analysis aims to examine the significant effects of unexpected COVID-19 challenge (restrictions, online learning, remote learning) on learning outcomes (how to redefine assessment in the pandemic) and to identify the best experiences collected (the key modifications assumed in assessment). The data collected from studies published between March 2020 and March 2021 were investigated using coding techniques and thematic analyses. The results of the content analysis demonstrate that in e-learning there are new types of feedback in e-classes, multi-person meetings, remote working, adaptive tools of assessment, and modified strategies. Anxiety, stress, and depression involve taking on new trends: new best practices, new forms of psychological counseling, new attitudes towards assessment and the reexamination of paradigms, theories, and models of representation knowledge.
TopBackground
The qualitative research on the relevant topic between March 2020 and July 2021 reveals the following changes in official discourses on educational issues:
Key Terms in this Chapter
Remote Assessment: Unprecedented challenges of assessment as a result of Covid-19 crisis. In fact, it is about the transition from an assessment based on standards to an assessment based on evidence.
Authentic Assessment: An approach that is centered on transition from assessment of learning to assessment for learning.
Feedback: An answer to a message influenced by various factors as the multiplicity of social constructs, meanings, knowledge, actions, behaviors, attitudes, curriculum, etc. in diverse social and interactional situations. The feedbacks are various: correctives, positives, negatives, on performance, etc.
Acculturation: A term that can be conceptualized in different perspectives: differences between basic culture and culture of affiliation and between subculture and dominant culture, adaptation of self, variations and changes in development and behavioral expression, a new cultural model, contrasting skills and abilities of populations. Due to the new dominant culture generated by COVID-19 there have been global readjustments of the self that have been named global acculturation.
Assessment: A cognitive situated-context schema that varies within and between subject matters. As a formalized concept, it is related to the measurement or to the recording of the achievement based criterion-referenced norm.
Remote Laboratory: An expression used to describe the reconfiguration of laboratory assessment based by simulated experimental environment convergent with “learning by doing” paradigm. The data collected in pandemic contains and reinforces various experiences connected with remote real laboratory: an innovative tool, software, networks or telecommunications, lab reports (in and on virtual space), remote experimentation, qualitative metrics (indirect interviews and surveys), web remote laboratory, remote architecture, part of VISIR (Virtual Instrument Systems in Reality), online workbenches, etc.
Dissonances: Social countercultures reflected into the life of classroom convergent with critical semantic, cognitive and social tensions between polarized explanations and assumptions.
STEM: An acronym for science, technology, engineering and mathematic. There are different meanings associated with STEM: an advanced concept; an integrated concept; an advanced form of research; a transformative strategy; a new best practice; a creative approach to provide a solution to a problem; a project; a component of educational reforms; a new academic discipline; a combination of beliefs, knowledge, and skills; a new policy line in both education and research.
Best Practices of Remote Assessment: New models, assessment techniques, approaches, tools, assessment schemata, revised or alternative assessment methods and strategies, assessment considerations, supportive assessment measures, lessons learned, etc. considered more appropriate to education emergency in times of Covid-19 crisis. As a consequence of suspending face-to-face classes, higher education adopted online teaching and assessment. Some significant best practices of remote assessment in higher education could be considered as follows: introducing alternative assessment methods (e. g. assessment by poster), rethinking items characteristics and quality criteria, assuming transparency and emotional counseling, maintaining academic integrity, etc.