Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2023-07-02 DOI:10.1080/0969594X.2023.2228503

A. Kanjee, J. K. Ramollo

{"title":"Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices","authors":"A. Kanjee, J. K. Ramollo","doi":"10.1080/0969594X.2023.2228503","DOIUrl":null,"url":null,"abstract":"ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"122 1","pages":"245 - 272"},"PeriodicalIF":2.7000,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2023.2228503","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

探讨新冠肺炎学校改革方案对教师考核实践的影响

为减轻新冠肺炎疫情对教学的影响，南非基础教育部实施了“学校恢复计划”(SRP)。在这项研究中，我们探讨了SRP对教师对新的和不同的评估实践的概念化的影响。通过在线调查获得了1098名教师的数据，并使用文化历史活动理论进行了分析。研究发现，减少对正式评估的重视，加强对形成性评估的重视，对教师的教学实践有积极的影响。这些发现指出了一个有利于改变教师评估做法和发展新的学习模式的环境，这种模式可能会挑战现行的问责制和绩效文化。需要进一步的研究来确定SRP的意图是否能导致收费和免费学校教师评估实践的持续变化，以及它对学习者学习的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.