چکیده

The Covid-19 pandemic has led to a sudden shift to emergency remote teaching. Along with the new teaching experiences in online platforms the teachers were forced to adapt their assessment practices. The current study aimed to investigate the high school English teachers’ perceptions of online assessment practices within the COVID-19 pandemic. Accordingly 35 English teachers were asked to write their answers to four open-ended questions in the form of self-reflection essays and reported their methods of assessment challenges and strategies to overcome them and their preferences for assessment procedures. The content analysis of the data revealed that the English teachers mostly took advantage of formative assessment techniques such as classroom discussions active participation problem-solving tasks and different types of homework. Furthermore the English teachers referred to such challenges as weak internet connection limited time students’ lack of motivation and literacy difficulty of scoring and interpreting the test results. To rise to these challenges the teachers attempted to encourage the students send them reminders give them adequate time and use convenient platforms. The English teachers also expressed that they preferred in-person assessment due to its authenticity and credibility. The findings revealed the deficiencies which hindered accessible and user-friendly assessment procedures. The results raise the stakeholders’ awareness to provide the teachers and students with the required training programs to enhance their technological literacy.

کليدواژه ها

COVID-19 Pandemic English teachers Online assessment Self-reflections.

کد مقاله / لینک ثابت به این مقاله

برای لینک دهی به این مقاله، می توانید از لینک زیر استفاده نمایید. این لینک همیشه ثابت است :

نحوه استناد به مقاله

در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
مودت سعیدی , 1400 , English Teachers’ Assessment Practices during the COVID-19 Pandemic Opportunities and Challenges , سیزدهمین همایش ملی آموزش