Post-COVID Changes to Assessment Practices: A Case Study of Undergraduate STEM Recitations

Abstract

As a result of the COVID-19 pandemic, faculty members transitioned their courses online. This paper describes how assessment practices were altered in online “active learning” STEM recitations at a large research university. Survey data collected for this study included aspects of the in-person recitation that were retained, lost, or modified due to emergency remote teaching. Findings indicate that assessment practices were altered from the traditional in-person recitation model. Many of these practices will continue to exist even when recitations are offered in person again. This study collates the perspectives of faculty to provide a window into assessment practices.