TY - GEN
T1 - Digital innovation in assessment during lockdown
T2 - IFIP World Conference on Computers in Education, WCCE 2022
AU - Carvalho, Ana Amélia
AU - Guimarães, Daniela
AU - Marques, Célio Gonçalo
AU - Araújo, Inês
AU - Cruz, Sónia
N1 - Publisher Copyright:
© 2023, IFIP International Federation for Information Processing.
PY - 2023
Y1 - 2023
N2 - During the COVID-19 pandemic, lockdown policies forced higher education teachers to adopt remote teaching. This disruptive situation challenged teachers to continue delivering classes and carrying out assessment online. In order to investigate higher education teachers’ perceptions about the online assessment, a survey was conducted in Portugal. The study focuses on digital tools and methodologies used in online assessment, first-time digital tools used, and the tools and methodologies that teachers intend to maintain in face-to-face assessment, as well as confidence in students’ results. Data was collected online from May to July 2021. Participants (n = 868) were from all fields of science and technology. Most of them (80%) reported the use of new assessment tools and methodologies during this period. The majority (72%) has confidence in the results obtained by the students. However, some of them (36%) reported academic fraud situations. Digital tools related to summative assessment are the most prevalent, but methodologies related to formative assessment were also used. Some teachers (49%) intend to use methodologies and tools in face-to-face classes used for the first-time during the lockdown.
AB - During the COVID-19 pandemic, lockdown policies forced higher education teachers to adopt remote teaching. This disruptive situation challenged teachers to continue delivering classes and carrying out assessment online. In order to investigate higher education teachers’ perceptions about the online assessment, a survey was conducted in Portugal. The study focuses on digital tools and methodologies used in online assessment, first-time digital tools used, and the tools and methodologies that teachers intend to maintain in face-to-face assessment, as well as confidence in students’ results. Data was collected online from May to July 2021. Participants (n = 868) were from all fields of science and technology. Most of them (80%) reported the use of new assessment tools and methodologies during this period. The majority (72%) has confidence in the results obtained by the students. However, some of them (36%) reported academic fraud situations. Digital tools related to summative assessment are the most prevalent, but methodologies related to formative assessment were also used. Some teachers (49%) intend to use methodologies and tools in face-to-face classes used for the first-time during the lockdown.
KW - Digital assessment
KW - Higher education
KW - Innovation
UR - http://www.scopus.com/inward/record.url?scp=85174514512&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-43393-1_37
DO - 10.1007/978-3-031-43393-1_37
M3 - Conference contribution
AN - SCOPUS:85174514512
SN - 9783031433924
T3 - IFIP Advances in Information and Communication Technology
SP - 400
EP - 411
BT - Towards a Collaborative Society Through Creative Learning - IFIP World Conference on Computers in Education, WCCE 2022, Revised Selected Papers
A2 - Keane, Therese
A2 - Lewin, Cathy
A2 - Brinda, Torsten
A2 - Bottino, Rosa
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 20 August 2022 through 24 August 2022
ER -