Education Sciences, Год журнала: 2025, Номер 15(4), С. 449 - 449
Опубликована: Апрель 3, 2025
Historically, the assessment of mathematics in higher education comprised closed-book, summative, proctored examinations. Related disciplines and subjects like statistics, education, history lend themselves to a broader range techniques that have been reported provide more balanced picture students’ abilities. In 2020, an online environment for teaching learning was imposed on academic world globally as result COVID-19 pandemic. effort teach assess remotely while maintaining institutional standards, majority lecturers were situation where assessments not option. As result, other methods adopted. This paper reports investigation into how worldwide assessed before pandemic, during initial lockdown restrictions, immediate aftermath, some restrictions still place, see if any changes sustained. There statistically significant difference proportion respondents who used many types investigated across three time periods, including open-book timed, untimed, multiple-choice questions, proctored, in-person presentations, projects, assignments. The those favoured closed-book examinations prior pandemic moved timed assessments. Differences between weightings final versus continuous also significant, with greater weight given once began. Respondents’ satisfaction levels their significantly different also, highest lowest restrictions. Academic integrity key concern when assessing outcomes modules played role vehicle they chose.
Язык: Английский