How COVID-19 Has Changed Language Assessments in Higher Education: A Practitioners' View

Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: [email protected]; Web site: http://research-publishing.net

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COVID-19; Pandemics; Integrity; Ethics; Evaluation Methods; Second Language Learning; Second Language Instruction; Higher Education; Barriers; Online Courses; Language Teachers; Teacher Attitudes; Language Skills; Educational Change; Student Evaluation; Cheating; Language Tests; Semitic Languages; Indo European Languages; Chinese; French; German; Italian; English (Second Language); Japanese; Portuguese; Russian; Foreign Countries; Plagiarism; Blended Learning; Computer Assisted Instruction

Europe; United Kingdom; Australia

This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the COVID-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]

As Provided

2022

ED619884