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Sustainable Assessment in the Education System in the Age of COVID-19

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 March 2021) | Viewed by 54357

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Special Issue Editors

Dr. Francisco Javier Hinojo Lucena

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Department of Didactics and School Organization, Faculty of Education Sciences, University of Granada, 18071 Granada, Spain
Interests: Active methodologies; innovation actions; Information and Communication Technologies and education; ecosystem learning
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Juan Manuel Trujillo Torres

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Guest Editor

Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Interests: digital competence; education; ICT integration; active methods; higher education
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Dr. Antonio José Moreno Guerrero

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Guest Editor

Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain
Interests: didactics; teaching and learning; ICT; E-learning; school organization; educational supervision
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Dr. Carmen Rodríguez Jiménez

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Guest Editor

Department of Didactic and School Organization, University of Granada, Campus Universitario de Cartuja S/N, 18071 Granada, Spain
Interests: information and communication technologies (ICT) and educational innovation; active methodologies at university; teacher training in higher education and digital competence
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Because of the COVID-19 pandemic, many countries have been forced to confine people to their homes. This has led, among other things, to the closure of educational establishments. This has led to the adoption of new teaching methods in order to be able to continue developing the formative process of the students, based on distance education. These teaching methods have in turn led to changes in student assessment methods.

In this Special Issue we aim to learn about the current situation of the evaluation processes, methods, and techniques applied by teachers, at any educational stage, during the confinement period. We are also interested in identifying the sustainability of the evaluation procedures developed.

We welcome, mainly, all studies related to the evaluation of students in the stages of early childhood education, primary education, secondary education, high school, and vocational training, in addition to the evaluation processes developed in the university environment. In addition, studies specifying the evaluation procedures developed will be assessed.

Dr. Francisco Javier Hinojo Lucena
Dr. Juan Manuel Trujillo Torres
Dr. Antonio José Moreno Guerrero
Dr. Carmen Rodríguez Jiménez
Guest Editors

References

Cerezo, R.; Bogarin, A.; Estebam, M.; Romero, C. Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education 2020, 32, doi: 10.1007/s12528-019-09225-y
Aouine, A.; Mahdaoui, L. Integration of Examination Strategies in E-Learning Platform for Assessment of Collaborative Activities. International Journal of Information and Communication Technology 2020, 16, 30-49, doi: 10.4018/IJICTE.2020010103

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Keywords

Assessment
Assessment process
E-learning
Assessment techniques
Assessment technology resources
Online education.

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Published Papers (7 papers)

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Research

20 pages, 1983 KiB

Open AccessArticle

Impact of COVID-19 on Educational Sustainability. Initial Perceptions of the University Community of the University of Cádiz

by María Alonso-García, Tamara María Garrido-Letrán and Alberto Sánchez-Alzola

Sustainability 2021, 13(11), 5938; https://doi.org/10.3390/su13115938 - 25 May 2021

Cited by 15 | Viewed by 3581

Abstract

This research analyses the impact of COVID-19 on the Spanish university system during the period of home lockdown put in place by the government of Spain between 15 March and 21 June 2020. This period did not involve a change to online teaching. Instead, it involved emergency remote teaching, wherein the content of face-to-face teaching was taught through non-classroom training using media, devices and tools available at that time. The main objective of the paper is related to the perceptions of students and teachers on emergency remote teaching regarding the face-to-face model. We applied statistical techniques of descriptive and inferential analysis over a sample of 2778 students and 221 teaching staff from the University of Cádiz. We also analysed the methodologies used, as well as the acquisition of skills, competencies and knowledge by the students in this situation, in order to detect whether this type of action can achieve sustainable education. This term refers to education that is capable of maintaining the continuous quality of the training of each student, who should acquire the required knowledge and competences regardless of unforeseen events. However, according to the results of this research, the sudden transition to e-learning, based on available technological and computer-based methods, did not guarantee sustainable education or its quality. This study establishes different possibilities for improving non-face-to-face teaching in this kind of situation. The results show greatly concerning levels of training and evaluation, as well as worse acquisition of skills. Both teachers and students declared a preference for face-to-face teaching. This perception should prompt the educational authorities to solve the existing problems in e-learning education, improving the transition and guaranteeing the sustainability of non-face-to-face education. This research highlights the areas for improvement in e-learning education in the ongoing situation, the general uncertainty in the transition, the lack of communication and the completion of a fair evaluation system. The results show that the methods used in this period must be improved to achieve sustainable teaching and learning during a pandemic. The results also emphasize the uncertainty in the educational community about the entire process. This study will help the educational authorities to improve the change of paradigm in higher education in the future. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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13 pages, 396 KiB

Open AccessArticle

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

by Sun-Joo Chung and Lee-Jin Choi

Sustainability 2021, 13(8), 4499; https://doi.org/10.3390/su13084499 - 18 Apr 2021

Cited by 21 | Viewed by 4866

Abstract

The COVID-19 pandemic has posed challenges to educational systems around the world. In particular, language learning environments being impacted by the pandemic has resulted in a shift from traditional in-person to online language teaching. This paper examines the case of an English language program in South Korea to investigate how the sudden transition to online language teaching has influenced language instructors’ teaching and assessment practice. The current study also examines the level of satisfaction of instructors and students with the changing form of English language teaching and assessment practices. Results showed that a professional learning community was formed by instructors to engage in regular communication as an attempt to develop new forms of assessment practices that were process-oriented and formative. Instructors also assigned multimodal projects to promote sustainable assessments where students could actively utilize target language forms and structures. Students were highly satisfied with new forms of language assessment practices, whereas instructors’ level of satisfaction towards their language assessment practices were somewhat low. Findings provided educators with language assessment suggestions that can offer language instructors ideas to deliver more creative and sustainable language assessment strategies that can promote self-regulated learning and sustainable development. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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16 pages, 1324 KiB

Open AccessArticle

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

by Jana Vojteková, Anna Tirpáková, Dalibor Gonda, Michaela Žoncová and Matej Vojtek

Sustainability 2021, 13(8), 4484; https://doi.org/10.3390/su13084484 - 16 Apr 2021

Cited by 15 | Viewed by 3716

Abstract

The paper deals with distance learning of geographic information systems (GIS) at the Department of Geography and Regional Development FNS CPU in Nitra using various educational materials and the JitsiMeet application during the COVID-19 pandemic. Students of bachelor study had GIS lessons in face-to-face instruction in a computer room for half of a semester. In the middle of the semester, the COVID-19 pandemic broke out in Slovakia and the face-to-face instruction had to be reoriented to the distance form of learning. The first month of distance learning took place with the help of textbooks and video tutorials, which were sent to students. The task of the students that month was to study a new subject, then students were sent a questionnaire where they had to express their opinion on learning GIS using video tutorials and textbooks, but also indicate whether they had facilities for online learning (PC, audio and video outputs, Internet) as well as to express their views and experiences with online learning as such. Although after evaluating the questionnaire, up to 71% of students answered that they had learned a new subject from the video tutorials and 57% also from GIS textbooks, several percent of students were still unfit for this form of learning. That is why we went to lessons with the free JitsyMeet app, which allows for video conferencing, screen sharing, chat, and more. The aim of the paper is to point out the perception of distance GIS learning by university students during the COVID-19 pandemic. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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17 pages, 654 KiB

Open AccessArticle

Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19

by Živilė Sederevičiūtė-Pačiauskienė, Ilona Valantinaitė and Romualdas Kliukas

Sustainability 2021, 13(8), 4234; https://doi.org/10.3390/su13084234 - 10 Apr 2021

Cited by 6 | Viewed by 3064

Abstract

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in the education system—university teachers, general education teachers, students, and children’s parents—coped with the encountered challenge and what was important to them under the changed conditions. This paper uses a communication management objective to describe how participants in the education system responded to the emerging distance learning situation and its challenges. The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers, and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows for concluding that, after a successful transition to distance learning, the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis emerged. The research showed that the adaptation period was necessary at the beginning of these new activities. Competent leadership was expected from the teacher. Additionally, the preparation of all the actors in the education process was needed. The data offer a window into the dynamics of online teaching in crisis and experiences with a new activity that are key to success. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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17 pages, 4451 KiB

Open AccessArticle

Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

by Hassan Hossein-Mohand, Melchor Gómez-García, Juan-Manuel Trujillo-Torres, Hossein Hossein-Mohand and Moussa Boumadan-Hamed

Sustainability 2021, 13(4), 1630; https://doi.org/10.3390/su13041630 - 4 Feb 2021

Cited by 13 | Viewed by 4102

Abstract

Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems. The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19. The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students. Statistical analysis revealed that 63.81% of students used ICT to study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43% reported that ICT does not help them improve their grades. The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning. We also found an association with educational level and time spent on the Internet. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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16 pages, 2173 KiB

Open AccessArticle

Impact on the Virtual Learning Environment Due to COVID-19

by César Torres Martín, Christian Acal, Mohammed El Homrani and Ángel Custodio Mingorance Estrada

Sustainability 2021, 13(2), 582; https://doi.org/10.3390/su13020582 - 9 Jan 2021

Cited by 122 | Viewed by 27579

Abstract

As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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24 pages, 1668 KiB

Open AccessFeature PaperArticle

Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

by Enrique Barra, Sonsoles López-Pernas, Álvaro Alonso, Juan Fernando Sánchez-Rada, Aldo Gordillo and Juan Quemada

Sustainability 2020, 12(18), 7451; https://doi.org/10.3390/su12187451 - 10 Sep 2020

Cited by 33 | Viewed by 5674

Abstract

The COVID-19 pandemic imposed in many countries, in the short term, the interruption of face-to-face teaching activities and, in the medium term, the existence of a ‘new normal’, in which teaching methods should be able to switch from face-to-face to remote overnight. However, this flexibility can pose a great difficulty, especially in the assessment of practical courses with a high student–teacher ratio, in which the assessment tools or methods used in face-to-face learning are not ready to be adopted within a fully online environment. This article presents a case study describing the transformation of the assessment method of a programming course in higher education to a fully online format during the COVID-19 pandemic, by means of an automated student-centered assessment tool. To evaluate the new assessment method, we studied students’ interactions with the tool, as well as students’ perceptions, which were measured with two different surveys: one for the programming assignments and one for the final exam. The results show that the students’ perceptions of the assessment tool were highly positive: if using the tool had been optional, the majority of them would have chosen to use it without a doubt, and they would like other courses to involve a tool like the one presented in this article. A discussion about the use of this tool in subsequent years in the same and related courses is also presented, analyzing the sustainability of this new assessment method. Full article

(This article belongs to the Special Issue Sustainable Assessment in the Education System in the Age of COVID-19)

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