How Covid-19 has changed language assessments in higher education. A practitioners' view

Abstract: 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. (DIPF/Orig.)

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch
• Anmerkungen: In: Hampton, Cathy [Hrsg.]; Salin, Sandra [Hrsg.]: Innovative language teaching and learning at university. Facilitating transition from and to higher education. Research-publishing.net 2022, S. 81-91. ISBN 978-2-490057-98-6

Klassifikation und Themen

• Klassifikation: Erziehung, Schul- und Bildungswesen

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Frankfurt
• (wer): DIPF Leibniz Institut für Bildungsforschung und Bildungsinformation
• (wann): 2022
• Urheber: Polisca, Elena ; Stollhans, Sascha ; Bardot, Romain ; Rollet, Cyrille

Weitere Informationen

• DOI: 10.25656/01:29363
• URN: urn:nbn:de:0111-pedocs-293637
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 14.08.2025, 11:03 MESZ