Assessment Changes to Support Learning During Pandemic Crisis


Authors : May Maeh V. Tobato-Camlian

Volume/Issue : Volume 8 - 2023, Issue 2 - February

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/41oEkBr

DOI : https://doi.org/10.5281/zenodo.7674481

This study is conducted to determine the assessment changes needed to support learning at Cronasia Foundation College, Inc. during the COVID-19 pandemic. This study employed a qualitative and quantitative approach to determine the assessment changes and also the concerns and issues about the effect of the changes and the changes that need to be continued to support learning during the pandemic crisis. This research surveyed 1 administrator, 38 teachers, 5 program heads, 2 program coordinators, and 186 students of Cronasia Foundation College, Inc. for the academic year 2020–2021. It aims to investigate the assessment changes, the possible drivers behind the assessment-related changes made, the concerns and issues about the effect of the changes, and also the changes that need to be continued to support learning. For this purpose, an adopted and modified questionnaire from Jankowski (2020) was utilized, and guide questions were also created for focused-group discussion. In this paper, quantitative analysis and qualitative response analysis were used. Based on the results of the study, there were 94.83% changes made in the assessment of learning in response to COVID-19. The respondents stated that the most frequent changes made were modifications of assignments or assessments and acceptance of alternative assignments. The respondents also agree that concerns about students’ differential access to technology (including reliable internet) were determining factors in making changes. There were also concerns and issues that focused on four main areas: differentiated access to technology; concerns about teacher-student interaction; reliability of assessment; and students' learning behavior. In response to the specific outcomes and conclusions of this study, it was recommended that teachers be considerate when giving deadlines on students' assignments and assessments, but make sure that the assessment can promote analysis, comprehension, application, and reasoning to develop students’ higher-order thinking skills. The input of this paper derives as an outcome of data analysis obtained from a survey conducted at Cronasia Foundation College, Inc.

Keywords : Assessment Changes, COVID-19 Pandemic, Support Learning

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