Classroom Assessment: New Norms of Student Assessments and Assessment-Related Research During COVID-19

Authors

  • Josephine Freni Affrin Faculty of Creative Industries, Universiti Tunku Abdul Rahman, Sungai Long, Kajang, Selangor, MALAYSIA
  • Heidi Andrade School of Education, University at Albany, State University of New York, 1400 Washington Ave Albany, NY 12222, USA
  • Siti Eshah Mokshein Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, MALAYSIA

DOI:

https://doi.org/10.37134/esss.vol2.sp.1.2021

Keywords:

Assessment, Covid-19, new norms, assessment-related research

Abstract

This panel discussion was one of the sessions in International Multidisciplinary Prospective Research in Education and Social Sciences (IMPRESS21) conference that took place on 7-9 September 2021. This discussion was about assessments and the panel members were Professor Heidi Andrade (University at Albany, State University of New York, USA) whose work focuses on the relationships between learning and assessment, with an emphasis on student self-assessment and self-control learning, and Professor Dr. Siti Eshah Mokshein (Sultan Idris Education University, Perak, Malaysia), who gives focus on Educational Statistics, Measurement and Evaluation, Educational Assessments and Program Evaluation, among her other research interests. The panel gives an overview of classroom assessments, assessment-related research, and research prospects in the evolving environment. The aim of this discussion is to provide suggestions on how instructors may assess their students' work in the face of the pandemic, as well as, how researchers can conduct assessment-related studies that will be beneficial to academicians in the new norms.

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References

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Earl, L.M. (2013). Assessment for learning; assessment as learning: Changing practices means changing beliefs. Assessment, 80, 63-71.

Murukutla, M. (2019). The effects of background, classroom assessment competence, self-efficacy, and self-perceived assessment skills on classroom assessment practices of teachers in India. University of Nevada, Las Vegas. ProQuest Dissertations Publishing, 2019. 27671130.

Tartavulea, C.V., Albu, C.N., Albu, N, Dieaconescu, R.I., & Petre, S. (2020). Online teaching practices and the effectiveness of the educational process in the wake of the COVID-19 pandemic. Amfiteatru Economic, 22(55), 920-936. https://doi.org/10.24818/EA/2020/55/920

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Published

2021-10-28

How to Cite

Affrin, J. F., Andrade, H., & Mokshein, S. E. (2021). Classroom Assessment: New Norms of Student Assessments and Assessment-Related Research During COVID-19. Evaluation Studies in Social Sciences, 2, 1–3. https://doi.org/10.37134/esss.vol2.sp.1.2021