Teacher candidates’ experiences of emergency remote assessment during COVID-19

被引:0
作者
Daniel Asamoah
David Baidoo-Anu
Eric Atta Quainoo
Kenneth Gyamerah
Ernest Yaw Amoateng
Ernest Ofori Sasu
机构
[1] Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Gadong, Brunei-Muara, Jln Tungku Link, Bandar Seri Begawan
[2] Faculty of Education, Queen’s University, Kingston
[3] Faculty of Education, Beijing Normal University, Beijing
[4] College of Education and Human Development, Western Michigan University, Kalamazoo
[5] University of Cape Coast, Cape Coast
来源
SN Social Sciences | / 4卷 / 2期
关键词
COVID-19; Higher education; Remote assessment; Sub-Saharan African; Teacher candidates;
D O I
10.1007/s43545-024-00855-3
中图分类号
学科分类号
摘要
A myriad of studies have documented the online learning experiences of teachers and students. Few studies have explored the online assessment experiences of students, especially in the global south. In this qualitative transcendental phenomenological study, 20 Ghanaian teacher candidates were interviewed to explore their online assessment experiences during COVID-19. The study found that, compared to in-person learning, online learning provided limited opportunities for teacher candidates to actively participate in formative assessment. The lack of a personal computer or laptop, unstable internet, issues with the online learning platforms, and frequent power cuts during classes affected teacher candidates’ assessment experiences and academic achievement. Socio-economic background and geographic locations of teacher candidates exacerbated the already-existing digital divide in Ghana. This study provides an initial and significant understanding of remote assessment experiences of teacher candidates, offering critical insights into improving and supporting teaching, learning, and teacher development. Implications for policy and practice are discussed. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
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