<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.</p>
</abstract>

In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were supported in the implementation of changes and no student was disadvantaged in accessing digital learning opportunities, when they were assessed. The paper focuses on a project that evaluated this transition and provided the opportunity to understand emergent approaches to assessment. It explores the transition from the perspective of the experience of the stakeholders that have been affected, primarily students and staff. It identifies processes and formats of assessment that worked efficiently and examines the implications for future practice in distance learning environments and for the sector.

Silver linings: rethinking assessment pedagogy under the pandemic

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Silver linings: rethinking assessment pedagogy under the pandemic"}

In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed...

Silver linings: rethinking assessment pedagogy under the pandemic

Article Category: Research Article

Online veröffentlicht: 02. Juni 2023

Seitenbereich: 93 - 103

DOI: https://doi.org/10.2478/eurodl-2023-0007

Schlüsselwörter
Online assessment, E-assessment, Pivot to online assessment, Transition to online learning, Online exams, Student experience, Assessment design

© 2023 Linda Amrane-Cooper et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Silver linings: rethinking assessment pedagogy under the pandemic

Article Category: Research Article

Online veröffentlicht: 02. Juni 2023

Seitenbereich: 93 - 103

DOI: https://doi.org/10.2478/eurodl-2023-0007

SchlüsselwörterOnline assessment, E-assessment, Pivot to online assessment, Transition to online learning, Online exams, Student experience, Assessment design

© 2023 Linda Amrane-Cooper et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Online assessment, E-assessment, Pivot to online assessment, Transition to online learning, Online exams, Student experience, Assessment design