TY - JOUR
T1 - Secondary school teachers' use of online formative assessment during COVID-19 lockdown
T2 - Experiences and lessons learned
AU - Veugen, Maria Joanna
AU - Gulikers, Judith Theresia Maria
AU - den Brok, Perry
N1 - Publisher Copyright:
© 2022 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
PY - 2022/10
Y1 - 2022/10
N2 - Introduction: During the COVID-19 lockdown in 2020, teachers had to shift their teaching and assessment to online. Formative assessment (FA) can help teachers to engage, guide and monitor students' (online) learning. However, more knowledge is needed of how teachers could use the full FA process online. Methods: In this study data from 50 secondary school teachers, who taught different grade levels and subjects and joined a FA learning network that started before and continued during the lockdown, were collected. The study investigates how they used online FA practices differently than face-to-face FA, what challenges and opportunities they experienced in online FA and what lessons they learned and intended to keep. This mixed methods study used data from a questionnaire, interviews and webinars that were segmented, coded and analysed. Results: Results showed that many teachers implemented new FA strategies and adopted, more often than in their face-to-face practice, all the five phases of the FA process in an aligned matter in online FA. Teachers indicated opportunities in stimulating student engagement and guiding and monitoring student learning more at an individual level in the online FA process, but also experienced challenges, mainly in lack of interaction online. Discussion: The sudden and necessary shift to online FA, due to the COVID-19 lockdown, challenged teachers to more fundamentally reconsider their assessment practices and assumptions. Teachers intended to make use of these learned lessons to improve their future (blended) FA practice.
AB - Introduction: During the COVID-19 lockdown in 2020, teachers had to shift their teaching and assessment to online. Formative assessment (FA) can help teachers to engage, guide and monitor students' (online) learning. However, more knowledge is needed of how teachers could use the full FA process online. Methods: In this study data from 50 secondary school teachers, who taught different grade levels and subjects and joined a FA learning network that started before and continued during the lockdown, were collected. The study investigates how they used online FA practices differently than face-to-face FA, what challenges and opportunities they experienced in online FA and what lessons they learned and intended to keep. This mixed methods study used data from a questionnaire, interviews and webinars that were segmented, coded and analysed. Results: Results showed that many teachers implemented new FA strategies and adopted, more often than in their face-to-face practice, all the five phases of the FA process in an aligned matter in online FA. Teachers indicated opportunities in stimulating student engagement and guiding and monitoring student learning more at an individual level in the online FA process, but also experienced challenges, mainly in lack of interaction online. Discussion: The sudden and necessary shift to online FA, due to the COVID-19 lockdown, challenged teachers to more fundamentally reconsider their assessment practices and assumptions. Teachers intended to make use of these learned lessons to improve their future (blended) FA practice.
KW - formative assessment cycle
KW - online formative assessment
KW - online learning
KW - secondary education
KW - teacher development
U2 - 10.1111/jcal.12699
DO - 10.1111/jcal.12699
M3 - Article
AN - SCOPUS:85133366786
VL - 38
SP - 1465
EP - 1481
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 5
ER -