Assessment
Teachers’ online formative assessment in lockdown
Open access · cc by · source: Europe PMC
Dutch secondary teachers used online formative assessment across FA-cycle phases during COVID lockdown, often clarifying goals online but varying in how well phases aligned.
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Teachers’ online formative assessment in lockdown
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50 teachers from 17 schools participated.
In total, 50 secondary school teachers of 17 different secondary schools in the Netherlands volunteered to participate in this study.
68% discussed learning goals/success criteria online.
68% of the teachers shared that they discussed the learning goals and success criteria with the students online.
Key findings
Over half of coded segments described online FA practice; many teachers discussed learning goals/success criteria online, and some involved students in generating criteria from examples. Alignment across later FA phases was uneven, and teachers reflected on opportunities and challenges versus face-to-face FA.
Methodology
Fifty teachers from 17 Dutch secondary schools in an FA learning network completed questionnaires, interviews, and webinars about online formative assessment during the first COVID lockdown; researchers coded practices onto a five-phase FA cycle.
Limitations
Qualitative/exploratory design with volunteer FA-network teachers cannot estimate nationwide prevalence or causal effects of online FA on student achievement.
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