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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-293637
DOI: 10.25656/01:29363; 10.14705/rpnet.2022.56.1375
URN: urn:nbn:de:0111-pedocs-293637
DOI: 10.25656/01:29363; 10.14705/rpnet.2022.56.1375
| Title |
How Covid-19 has changed language assessments in higher education. A practitioners' view |
|---|---|
| Authors |
Polisca, Elena;
Stollhans, Sascha  ;
Bardot, Romain;
Rollet, Cyrille |
| Source | Hampton, Cathy [Hrsg.]; Salin, Sandra [Hrsg.]: Innovative language teaching and learning at university. Facilitating transition from and to higher education. Research-publishing.net 2022, S. 81-91 |
| Document | full text (558 KB) |
| License of the document |
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| Keywords (German) | COVID-19; Pandemie; Digitale Medien; Online; Online-Kurs; Technologieunterstütztes Lernen; Computerunterstützter Unterricht; Technologie; Prüfen; Testen; Testentwicklung; Prüfungsforschung; Prüfungsleistung; Sprache; Sprachenlernen; Fremdsprachenunterricht; Fremdsprache; Spracherwerb; Hochschulbildung; Deutsch als Fremdsprache; Französisch; Spanischunterricht; Spanisch; Französischunterricht; Blended Learning; Fremdsprachenstudium; Sprachfertigkeit; Großbritannien; England |
| sub-discipline | Teaching Didactics/Teaching Languages and Literature Higher Education |
| Document type | Article (from a serial) |
| ISBN | 978-2-490057-98-6; 9782490057986 |
| Language | English |
| Year of creation | 2022 |
| review status | Peer-Reviewed |
| Abstract (English): | This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the Covid-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world. (DIPF/Orig.) |
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| Checksums | checksum comparison as proof of integrity |
| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 04.04.2024 |
| Citation | Polisca, Elena; Stollhans, Sascha; Bardot, Romain; Rollet, Cyrille: How Covid-19 has changed language assessments in higher education. A practitioners' view - In: Hampton, Cathy [Hrsg.]; Salin, Sandra [Hrsg.]: Innovative language teaching and learning at university. Facilitating transition from and to higher education. Research-publishing.net 2022, S. 81-91 - URN: urn:nbn:de:0111-pedocs-293637 - DOI: 10.25656/01:29363; 10.14705/rpnet.2022.56.1375 |
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