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

<p>A coronavirus disease (COVID)-related educational emergency is believed to have changed some of the aspects of the educational landscape. Sudden changes to traditional structures that are schools are undoubtedly an interesting issue to explore: complex phenomena such as assessment methods are highly related to many different factors such as normative base, the use of technological tools, etc. This article reports on the reorganization of assessment methods in the context of a rapid and forced transition to remote teaching mode, based on the results of a survey of Italian teachers. Findings indicate that pandemic-related educational emergency and the push toward the use of tools in teaching and learning practices, and the corresponding relaxation of certain established frames of operation, have created grounds for alternative forms of assessment. Results show that when entertaining different options and enjoying some level of autonomy, teachers can explore alternative forms of assessment. Assessment methods also change according to school subjects; while assessment changes are discipline specific, there is a clear trend toward product-based assessment.</p>
</abstract>

A coronavirus disease (COVID)-related educational emergency is believed to have changed some of the aspects of the educational landscape. Sudden changes to traditional structures that are schools are undoubtedly an interesting issue to explore: complex phenomena such as assessment methods are highly related to many different factors such as normative base, the use of technological tools, etc. This article reports on the reorganization of assessment methods in the context of a rapid and forced transition to remote teaching mode, based on the results of a survey of Italian teachers. Findings indicate that pandemic-related educational emergency and the push toward the use of tools in teaching and learning practices, and the corresponding relaxation of certain established frames of operation, have created grounds for alternative forms of assessment. Results show that when entertaining different options and enjoying some level of autonomy, teachers can explore alternative forms of assessment. Assessment methods also change according to school subjects; while assessment changes are discipline specific, there is a clear trend toward product-based assessment.

An explorative study of discipline-specific reorganization of assessment during educational emergency – An Italian case

Research on Education and Media

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

A coronavirus disease (COVID)-related educational emergency is believed to have changed some of the aspects of the educational landscape. Sudden changes to...

An explorative study of discipline-specific reorganization of assessment during educational emergency – An Italian case

Publié en ligne: 14 déc. 2023

Pages: 25 - 33

DOI: https://doi.org/10.2478/rem-2023-0021

Mots clés
assessment methods, information and communication technology, teacher autonomy

© 2023 Maka Eradze et al., published by Sciendo

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

An explorative study of discipline-specific reorganization of assessment during educational emergency – An Italian case

Publié en ligne: 14 déc. 2023

Pages: 25 - 33

DOI: https://doi.org/10.2478/rem-2023-0021

Mots clésassessment methods, information and communication technology, teacher autonomy

© 2023 Maka Eradze et al., published by Sciendo

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

Mots clés
assessment methods, information and communication technology, teacher autonomy