Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)

Abstract

AbstractThe upgrade educational information technology triggered by COVID‐19 has shaped a new educational order and new educational forms. As a result, traditional educational measurement is now facing a systematic transformation, that is, from the Assessment of Learning (AoL) to Assessment for Learning (AfL), and finally to Assessment as Learning (AaL). By showing the initiative and the flexibility of large‐scale online learning during the COVID‐19 pandemic, this paper examines the evolution from AoL to AaL from four aspects: participants, test form, multivariate data for process‐based measurement, and measurement models for multivariate data. We propose multidisciplinary corporations in the field, which integrate education, psychology, and information technology into the theories and methods of educational measurement. Further, we emphasize that the validity, ethics, and fairness of the measurement should also be considered the critical issues. Researchers and practitioners of educational measurement must persist in pursuing the substantive significance of measurement and provide unique experience and guidance for the theoretical and practical development of educational assessment in this great revolution.