Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Aufsatz (Zeitschrift) zugänglich unter
URN:
DOI:
Originaltitel
Teachers’ perceptions of assessment and feedback practices in Finland’s foreign language classes during the Covid-19 pandemic
ParalleltitelUčiteljevo zaznavanje ocenjevalnih praks in povratnih informacij pri pouku tujega jezika na Finskem med pandemijo covida-19
Autoren ORCID; ORCID; ORCID
OriginalveröffentlichungCEPS Journal 11 (2021) Special Issue, S. 219-240
Dokument  (479 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)Fremdsprachenunterricht; Pandemie; Krise; COVID-19; Coronavirus; Feedback; Schülerleistung; Schülerbeurteilung; Fernunterricht; Wirkung; Qualität; Lehrer; Wahrnehmung; Implementierung; Lernumgebung; Hausunterricht; Fragebogenerhebung; Mixed-Methods-Design; Finnland
TeildisziplinFachdidaktik/Sprache und Literatur
Bildungsorganisation, Bildungsplanung und Bildungsrecht
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
weitere Beiträge dieser ZeitschriftCEPS Journal Jahr: 2021
zusätzliche URLsDOI: 10.26529/cepsj.1108
StatistikAnzahl der Zugriffe auf dieses Dokument Anzahl der Zugriffe auf dieses Dokument
PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am25.11.2021
QuellenangabeMäkipää, 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
Dateien exportieren

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)