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Original Title
Teachers’ perceptions of assessment and feedback practices in Finland’s foreign language classes during the Covid-19 pandemic
Parallel titleUčiteljevo zaznavanje ocenjevalnih praks in povratnih informacij pri pouku tujega jezika na Finskem med pandemijo covida-19
Authors ORCID; ORCID; ORCID
SourceCEPS Journal 11 (2021) Special Issue, S. 219-240
Document  (479 KB)
License of the document In copyright
Keywords (German)Fremdsprachenunterricht; Pandemie; Krise; COVID-19; Coronavirus; Feedback; Schülerleistung; Schülerbeurteilung; Fernunterricht; Wirkung; Qualität; Lehrer; Wahrnehmung; Implementierung; Lernumgebung; Hausunterricht; Fragebogenerhebung; Mixed-Methods-Design; Finnland
sub-disciplineTeaching Didactics/Teaching Languages and Literature
Organisation of Education, Educational Planning, Educational Legislation
Document typeArticle (journal)
ISSN2232-2647
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In this paper, we examine how the Covid-19 pandemic affected the quality of teachers’ assessment and feedback in Finland’s foreign language classes during the remote teaching period in spring 2020. Multifaceted assessment and feedback practices are underscored in Finland’s core curricula, forming a focal aspect of learning. Therefore, we studied teachers’ perceptions of their assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students’ final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers’ perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students’ final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2021
additional URLsDOI: 10.26529/cepsj.1108
StatisticsNumber of document requests Number of document requests
Checksumschecksum comparison as proof of integrity
Date of publication25.11.2021
CitationMäkipää, Toni; Hahl, Kaisa; Luodonpää-Manni, Milla: Teachers’ perceptions of assessment and feedback practices in Finland’s foreign language classes during the Covid-19 pandemic - In: CEPS Journal 11 (2021) Special Issue, S. 219-240 - URN: urn:nbn:de:0111-pedocs-236598 - DOI: 10.25656/01:23659
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