Changes in classroom assessment practices during emergency remote teaching due to COVID-19

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFraile, Juan
dc.contributor.authorPinedo Castillo, Leire
dc.contributor.authorRodríguez Hernández, Carlos Felipe
dc.contributor.authorDíez Ruiz, Fernando
dc.date.accessioned2026-03-09T11:41:07Z
dc.date.available2026-03-09T11:41:07Z
dc.date.issued2022-04-24
dc.date.updated2026-03-09T11:41:07Z
dc.description.abstractThis study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students’ involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students’ involvement in assessment which has decreased.en
dc.description.sponsorship(1) Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), Reference number: <#AWARD-ID;>PID2019-108982GB-I00</#AWARD-ID;>. (2) Universidad Francisco de Vitoria Call for Research in Educational Innovation 2020, project ‘Interdisciplinary and formative employment of rubrics in higher education’ UFV2020-46)en
dc.identifier.citationPanadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., & Díez, F. (2022). Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy and Practice, 29(3), 361-382. https://doi.org/10.1080/0969594X.2022.2067123
dc.identifier.doi10.1080/0969594X.2022.2067123
dc.identifier.eissn1465-329X
dc.identifier.issn0969-594X
dc.identifier.urihttps://hdl.handle.net/20.500.14454/5379
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2022 Informa UK Limited, trading as Taylor & Francis Group
dc.subject.otherAssessment practices
dc.subject.otherCOVID-19
dc.subject.otherEmergency remote teaching
dc.subject.otherFeedback
dc.subject.otherOnline teaching
dc.subject.otherPeer assessment
dc.subject.otherRubrics
dc.subject.otherSelf-assessment
dc.titleChanges in classroom assessment practices during emergency remote teaching due to COVID-19en
dc.typejournal article
dcterms.accessRightsmetadata only access
oaire.citation.endPage382
oaire.citation.issue3
oaire.citation.startPage361
oaire.citation.titleAssessment in Education: Principles, Policy and Practice
oaire.citation.volume29
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