Panadero, ErnestoFraile, JuanPinedo Castillo, LeireRodríguez Hernández, Carlos FelipeDíez Ruiz, Fernando2026-03-092026-03-092022-04-24Panadero, 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.2022.20671230969-594X10.1080/0969594X.2022.2067123https://hdl.handle.net/20.500.14454/5379This 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.eng© 2022 Informa UK Limited, trading as Taylor & Francis GroupAssessment practicesCOVID-19Emergency remote teachingFeedbackOnline teachingPeer assessmentRubricsSelf-assessmentjournal article2026-03-091465-329X