Adapting to Online and Remote Learning: Examining the Educational Assessment Experiences of U.S. College Students Amidst COVID-19 | IEEE Journals & Magazine | IEEE Xplore

Adapting to Online and Remote Learning: Examining the Educational Assessment Experiences of U.S. College Students Amidst COVID-19


Abstract:

We administered a survey to examine the impact of the COVID-19 pandemic on academic assessment in a sample of 992 U.S. college students (mean age = 22.36 years) between F...Show More

Abstract:

We administered a survey to examine the impact of the COVID-19 pandemic on academic assessment in a sample of 992 U.S. college students (mean age = 22.36 years) between February and June 2021. The survey included multiple-choice and open-ended questions asking about students’ experiences before (fall 2019 to early spring 2020) and during the pandemic-affected periods (late spring 2020 to spring 2021). While classroom assessment formats showed minimal changes, methods of exam administration differed significantly during the pandemic. Untimed and open-book exams became more prevalent, while in-class proctored exams decreased. Even in spring 2021, open-book, outside-of-class, and online proctored or unproctored exams remained common. Students who altered their long-term academic plans due to the pandemic expressed frustration with educational experiences and concerns about future job prospects via open-ended responses. Understanding students’ experiences with online assessments can provide valuable insights for the development and administration of fair and valid assessments in online and remote higher education settings.
Published in: IEEE Internet Computing ( Volume: 28, Issue: 1, Jan.-Feb. 2024)
Page(s): 26 - 33
Date of Publication: 28 November 2023

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