SOLUTIONS AND STRATEGIES TO IMPROVE THE ASSESSMENT AND MONITORING OF STUDENTS’ LEARNING: A CASE STUDY AT BIOMEDICAL SCIENCE INSTITUTE DURING THE COVID-19 PANDEMIC
DOI:
https://doi.org/10.17501/26307413.2021.4108Keywords:
student assessment, student monitoring, formative assessmentAbstract
The recent COVID-19 pandemic has largely disrupted the education system worldwide, affecting more than 1.5 billion students and learners. It has impacted teaching and learning and created many challenges for both assessment systems and practices at educational institutions worldwide. Since early 2020, because of the COVID-19 pandemic, Zhejiang University-University of Edinburgh (ZJU-UoE) biomedical science institute has changed the way they deliver teaching and learning activities and used ‘hybrid teaching’. The hybrid method of teaching involves a combination of online teaching and face-to-face teaching formats and is a blend of asynchronous (i.e., using recorded videos/material) and synchronous learning. Due to the continuing threat of the COVID-19 pandemic, there are major travel restriction and disruption to education at ZJU-UoE institute. In this article, we describe both alternative and more effective approaches and strategies to monitor and assess students that have been developed at ZJU-UoE institute during the COVID-19 pandemic. These alternative and effective approaches aimed to prioritize effective digital formative assessment, provide lecturers and tutors with extensive guidance and training, develop more creative approaches to enhance effective teacher-student interactions, and provide more support to off-campus students’ learning as well as safeguard academic integrity during the COVID-19 pandemic. This study will help with facing various education and learning challenges in a time of crisis.
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York, NY: Springer.
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El-Hashash, A.H. (2020). Written assessment methods: multiple choice vs. short answer questions in biomedical education. Journal of Medical Education & Research. 3(1), 5-12.
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Klem, A. M. and Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
Looney, J. (2019). Digital formative assessment: A review of the literature. 2019’ 1-64. http://www.eun.org/documents/411753/817341/Assess%40Learning+Literature+Review/be02d527-8c2f-45e3-9f75-2c5cd596261d.
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Mandinach, E. B., and Gummer, E. S. (2013). Defining data literacy: A report on a convening of experts. Journal of Educational Research and Policy Studies, 13(2), 6–28.
Mandinach, E. B., and Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366–376. https://doi.org/10.1016/j.tate.2016.07.011.
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Mok, K.H., Xiong, W., Ke, G., and Cheung, J.O. (2021). Impact of COVID-19 Pandemic on International Higher Education and Student Mobility: Student Perspectives from Mainland China and Hong Kong. International Journal of Educational Research, 105, 1017-18. https://doi.org/10.1016/j.ijer.2020.101718.
Pianta, R.C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Pokhrel, S. and Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141.
Pozzoni F; Engelhardt K, Balanska A. (2019). Deepening formative assessment
practices with digital tools. European Schoolnet, 2019(6), 1-4. www.eun.org/resources/perspectives.
Reimers, F., Schleicher, A., Saavedra, J., and Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Online Resources, 2020, 1-38 http://www.oecd.org/termsandconditions
Reynolds, K., O’Leary, M., Brown, M. & Costello, E. (2020). Digital Formative
Assessment of Transversal Skills in STEM: A Review of Underlying Principles and Best Practice. ATS STEM Report #3. Dublin: Dublin City University. http://dx.doi.org/10.5281/zenodo.3673365
Sammons, P. (2010). Equity and Educational Effectiveness. In Peterson et al (eds.) International Encyclopedia of Education (Third Edition), Elsevier, 2010, Pages 51-57.
Schildkamp, K., van der Kleij, F.M., Heitink, M.C., et al. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice, International Journal of Educational Research, 103, 1-16.
Torrance, H. (2012). Formative assessment at the crossroads: Confirmative, deformative and transformative assessment. Oxford Review of Education, 38, 323–342. https://doi.org/10.1080/03054985.2012.689693.
UKEssays. (November 2018). Importance Of Teacher Student Interaction. Retrieved from https://www.ukessays.com/essays/education/importance-of-teacher-student-interaction-education-essay.php?vref=1
Van der Kleij, F. M., Cumming, J. J., & Looney, A. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment
in Education: Principles, Policy & Practice. 25, 620–637. https://doi.org/10.1080/0969594X.2017.1374924.
Vaccaro, D.T. and Sabella, L.D. (2018). Impact on Student Learning: Monitoring Student
Progress. Journal of Practitioner Research, 3(1), 1-18.
Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., and Eggen, T. J. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22, 324–343. https://doi.org/10.1080/0969594X.2014.999024.V.
Zeng, W., Huang, F., Yu, L. and Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning-a critical review of literature. Educ Asse Eval Acc, 30, 211-250.
Barron, M., Cobo, C., Munoz-Najar, A., Ciarrusta, I.S. (2021). The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study. Published on Education for Global Development. https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross
Beck, J. and Nunnaley, D. (2020a). A continuum of data literacy for teaching. Studies in Educational Evaluation Pre-online publication. 1-34. https://doi.org/10.1016/j.stueduc.2020.100871
Beck, JS. and Nunnaley, D. (2020b). A Continuum of Data Literacy for Teaching. Teaching & Learning Faculty Publications. 102. DOI: 10.1016/j.stueduc.2020.100871
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education Principles Policy and Practice, 18, 5–25. https://doi.org/10.1080/0969594X. 2010.513678.
Black, P. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education Principles Policy and Practice, 5, 7–74. https://doi.org/10.1080/0969595980050102.
Birch, S. H. and Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.
Bordoloi, R., Das, P. and Das, K. (2021). Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context", Asian Association of Open Universities Journal, 16(1), 20-39. https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-09-2020-0079/full/html-
Brazelton, T.B. and Greenspan. S.T. (2000). The irreducible needs of children: What ever child must have to grow, learn, and flourish. 2000, Cambridge, MA: Perseus Publishing.
Care, E., and Kim, H. (2018). Assessment of Twenty-first century skills: The issue of
authenticity. In Assessment and Teaching of 21st Century Skills (pp. 21–39). New
York, NY: Springer.
Clarke, M. (2012). What Matters Most for Student Assessment Systems: A Framework Paper. Systems Approach for Better Education Results (SABER) student assessment working paper; no. 1. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/17471 License: CC BY 3.0 IGO.
ECD Observer Staff. (2008). Ten Steps to Equity in Education. Organization for Economic Co-operation and Development, January 2008, pp. 1-8. https://www.oecd.org/education/school/45179151
El-Hashash, A.H. (2019). PBL vs. non-PBL approach and assessment in biomedical and medical education. Journal of Medical Education & Research, 2(1), 9-14.
El-Hashash, A.H. (2020). Written assessment methods: multiple choice vs. short answer questions in biomedical education. Journal of Medical Education & Research. 3(1), 5-12.
Englehart, J.M. (2009). Teacher–Student Interaction. In: Saha L.J., Dworkin A.G. (eds) International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73317-3_44.
ICAI; International Center for Academic Integrit (2014). Fundamental Values Project. 2014. Available online: https://www.academicintegrity.org/fundamental-values/ (accessed on 5 July 2020).
Gamage, K.A., Silva E.K., Gunawardhana, N. (2020). Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity. Education Sciences, 10(11):301.
Goris, J.A. (2020). How will COVID-19 affect international academic mobility? UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) report. https://www.iesalc.unesco.org/en/2020/06/26/how-will-covid-19-affect-international-academic-mobility/#
Ingram, A. (2019). Geopolitics and the event: Rethinking Britain’s Iraq war through art. Oxford: John Wiley & Sons.
Kercher, J. and Plasa, T. (2020). COVID-19 and the impact on international student mobility in Germany Results of a DAAD survey conducted among international offices of German universities. DAAD Working Paper-June 2020. Chrome extension://gphandlahdpffmccakmbngmbjnjiiahp/https://static.daad.de/media/daad_de/pdfs_nicht_barrierefrei/der-daad/analysen-studien/daad_2020_covid 19_and_the_impact_on_international_student_mobility_in_germany.pdf
Klem, A. M. and Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
Looney, J. (2019). Digital formative assessment: A review of the literature. 2019’ 1-64. http://www.eun.org/documents/411753/817341/Assess%40Learning+Literature+Review/be02d527-8c2f-45e3-9f75-2c5cd596261d.
Mandinach, E. B. and Gummer, E. S. (2011). The complexities of integrating data-driven decision making into professional preparation in schools of education: It’s harder than you think. https://educationnorthwest.org/resources/complexities-integrating-data-driven-decision-making-professional-preparation-schools
Mandinach, E. B., and Gummer, E. S. (2013). Defining data literacy: A report on a convening of experts. Journal of Educational Research and Policy Studies, 13(2), 6–28.
Mandinach, E. B., and Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366–376. https://doi.org/10.1016/j.tate.2016.07.011.
Masters, G. 2015. ‘Rethinking formative and summative assessment’ Teacher, ACER. Retrieved 27 February 2018. https://www.teachermagazine.com.au/columnists/geoff-masters/rethinking-formative-and-summative-assessment.
Mok, K.H., Xiong, W., Ke, G., and Cheung, J.O. (2021). Impact of COVID-19 Pandemic on International Higher Education and Student Mobility: Student Perspectives from Mainland China and Hong Kong. International Journal of Educational Research, 105, 1017-18. https://doi.org/10.1016/j.ijer.2020.101718.
Pianta, R.C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Pokhrel, S. and Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141.
Pozzoni F; Engelhardt K, Balanska A. (2019). Deepening formative assessment
practices with digital tools. European Schoolnet, 2019(6), 1-4. www.eun.org/resources/perspectives.
Reimers, F., Schleicher, A., Saavedra, J., and Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Online Resources, 2020, 1-38 http://www.oecd.org/termsandconditions
Reynolds, K., O’Leary, M., Brown, M. & Costello, E. (2020). Digital Formative
Assessment of Transversal Skills in STEM: A Review of Underlying Principles and Best Practice. ATS STEM Report #3. Dublin: Dublin City University. http://dx.doi.org/10.5281/zenodo.3673365
Sammons, P. (2010). Equity and Educational Effectiveness. In Peterson et al (eds.) International Encyclopedia of Education (Third Edition), Elsevier, 2010, Pages 51-57.
Schildkamp, K., van der Kleij, F.M., Heitink, M.C., et al. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice, International Journal of Educational Research, 103, 1-16.
Torrance, H. (2012). Formative assessment at the crossroads: Confirmative, deformative and transformative assessment. Oxford Review of Education, 38, 323–342. https://doi.org/10.1080/03054985.2012.689693.
UKEssays. (November 2018). Importance Of Teacher Student Interaction. Retrieved from https://www.ukessays.com/essays/education/importance-of-teacher-student-interaction-education-essay.php?vref=1
Van der Kleij, F. M., Cumming, J. J., & Looney, A. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment
in Education: Principles, Policy & Practice. 25, 620–637. https://doi.org/10.1080/0969594X.2017.1374924.
Vaccaro, D.T. and Sabella, L.D. (2018). Impact on Student Learning: Monitoring Student
Progress. Journal of Practitioner Research, 3(1), 1-18.
Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., and Eggen, T. J. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22, 324–343. https://doi.org/10.1080/0969594X.2014.999024.V.
Zeng, W., Huang, F., Yu, L. and Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning-a critical review of literature. Educ Asse Eval Acc, 30, 211-250.
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2021-12-24
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El-Hashash, A. H. (2021). SOLUTIONS AND STRATEGIES TO IMPROVE THE ASSESSMENT AND MONITORING OF STUDENTS’ LEARNING: A CASE STUDY AT BIOMEDICAL SCIENCE INSTITUTE DURING THE COVID-19 PANDEMIC. Proceedings of the International Conference on Future of Education, 4(1), 82–93. https://doi.org/10.17501/26307413.2021.4108
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