Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared

The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the indi...

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Bibliographic Details
Published in:Educational assessment 2023-01, Vol.28 (1), p.11-26
Main Authors: Sandvik, Lise Vikan, Svendsen, Bodil, Strømme, Alex, Smith, Kari, Aasmundstad Sommervold, Oda, Aarønes Angvik, Stine
Format: Article
Language:English
Subjects:
COVID-19
Distance Education
Distance learning
Educational evaluation
Evaluation Methods
Feedback (Response)
Foreign Countries
Grading
Independent Study
Online Courses
Online instruction
Pandemics
School Closing
Secondary School Students
Secondary School Teachers
Self Management
Student Attitudes
Student Evaluation
Student Role
Teacher Attitudes
Teacher Role
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Summary:The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the individual teacher. Because of this, teachers' assessment skills became more important. This study examines students' and teachers' experiences of assessment during the lockdown period. The findings revealed that students got little support from the teacher in their learning process; they worked alone and felt insecure about assessment. Teacher collaboration about assessment seemed sporadic and the assessment routines were weak. The study raises concerns about equity in education when teachers have problems implementing assessment practices that support students' learning.
ISSN:1062-7197
1532-6977
DOI:10.1080/10627197.2022.2122953