Abstract
COVID-19 had a significant impact on higher education, forcing emergency remote teaching. The quantity versus quality assessment conundrum is a continuing debate and the rapid transition to online delivery provided an opportunity to assess this.
 We compared data on assessment number and type, student experience and outcomes, pre-COVID-19 and during the COVID-19 pandemic. Data on perceptions of differential modes of learning are assessed in the form of extra-curricular summer schools to replace or enhance modular laboratory and fieldwork practicals.
 There was minimal decrease in assessment load (9.6%) and type (12.5%). Differences in student perceptions of assessment and modules were insignificant (t=22, p=0.1) between years and student outcomes revealed an average 4% increase in the COVID-19 year. Summer schools were viewed very positively, with 72% preferring the intensive teaching format. This study provides additional evidence in the assessment dilemma and developments towards more flexible modes of learning.
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