The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Transforming Assessment in Response to COVID-19
|
|
Author(s): T. Dhurumraj (University of Johannesbug, South Africa), Sam Mabune Ramaila (University of Johannesburg, South Africa)and Ferhana Raban (University of Johannesburg, South Africa)
Copyright: 2021
Pages: 20
Source title:
Investigating the Roles of School Management Teams in Curriculum Delivery
Source Author(s)/Editor(s): Ailwei Solomon Mawela (University of South Africa, South Africa), Micheal M. van Wyk (University of South Africa, South Africa), Lazarus Lebeloane (University of South Africa, South Africa)and Awelani V. Mudau (University of South Africa, South Africa)
DOI: 10.4018/978-1-7998-7168-2.ch016
Purchase
|
Abstract
Assessment plays a critical role in teaching and learning. Continuous assessment advocates for a sustainable learner engagement in a cyclical manner that provides information on performance, feedback, as well as critical support that serves to engender mastery of skills. Continuous assessment encapsulates the use of both formative and summative assessment. COVID-19 compelled teachers as agents of educational change to fundamentally rethink the enactment of assessment within the context of remote teaching and learning. This chapter reflects the transformation of assessment practices adopted by purposively selected teachers at South African schools in response to formidable instructional challenges induced by COVID-19. The empirical inquiry is underpinned by the technological pedagogical content knowledge (TPACK) framework. While teachers expressed fundamental appreciation of the key pedagogical affordances of technology integration in remote teaching and learning, they bemoaned the lack of professional capacity required for a meaningful enactment of technology-mediated assessment.
Related Content
|
Gregory Peters, RoLesia Holman, Candice Bocala.
© 2024.
26 pages.
|
|
Michaelann Kelley, Gayle A. Curtis, Cheryl J. Craig.
© 2024.
23 pages.
|
|
Ayanna D. Perry, Joyce Lin.
© 2024.
21 pages.
|
|
Jeanie M. Phillips, Michael S. Martin.
© 2024.
23 pages.
|
|
Nuria Alonso Garcia, Sarah Elizabeth Campbell.
© 2024.
26 pages.
|
|
Mohamad Zreik.
© 2024.
21 pages.
|
|
Kari Thierer, Kim Carter.
© 2024.
14 pages.
|
|
|