Authors: Anžela Jurāne-Brēmane
Addresses: Vidzeme University of Applied Sciences, Cesu Street 4, Valmiera, Latvia
Abstract: In the spring of 2020, the learning process globally was reorganised using online technologies that support a new strategy 'emergency remote learning'. At present, it is unclear how long emergency remote teaching and learning will need to be in place. As a consequence of recent health safety measures the teaching and learning activities have changed, including student assessment. The aim of this paper is to explore educators' perceptions of the changes in assessment and feedback. A survey of educators in Latvia was conducted, as well as two focus group discussions. The main findings examine such important aspects as the importance of feedback, the possibilities and use of technology, and well-designed assignments. One initial finding of this review is that Latvian educators have reviewed, supplemented and developed assignments to deal with this new situation. In summation, this study aims to strengthen the understanding of learning and assessment when emergency remote teaching and learning is utilised.
Keywords: assessment; assignments; changes; emergency remote learning; feedback; technologies in assessment.
International Journal of Learning and Change, 2022 Vol.14 No.4, pp.469 - 484
Received: 08 Jun 2021
Accepted: 29 Mar 2022
Published online: 27 Jul 2022 *