Abstract
The response of most educational institutions to the health crisis triggered by the COVID-19 pandemic was the adoption of emergency remote teaching and assessment. The paper aims to evaluate students’ satisfaction with assessment activities in a Romanian university and to identify elements pertaining to sustainable assessment in the post-pandemic period. A collaborative research strategy was developed with students being invited as co-researchers for data collection by distributing an online questionnaire and for interpretation of the results in a focus group. The factor analysis of the responses to the survey extracted two pillars pertaining to students’ appraisal of remote assessment activities: Knowledge, and leisure and stress. The discussion in the focus group showed that the research helped participants to process and reason their experience with remote assessment activities in the summer of 2020. Students missed their academic rituals and interactions with peers and teachers. Despite their enthusiasm for technological innovation and the benefits brought by computer assisted assessment, students are inclined towards preserving human evaluators, preferably from their familiar teachers, in educational settings resembling pre-pandemic academic life. A sustainable, resilient model of education needs to be based on retaining features identified as acceptable by students as examinees.
Highlights
IntroductionPublisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
This research aims to contribute to the literature on remote emergency assessment during the COVID-19 crisis with evidence gathered from students themselves
Our study focuses on student perceptions of assessment experiences in Politehnica University Timisoara, Romania, endeavoring to identify the features of sustainable assessment models to be implemented already in the 2020–2021 academic year, but more vigorously in the post-pandemic period, when lessons learned from the emergency reactions to the crisis can be best put to use and built into resilience plans
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. The public health crisis triggered by the COVID-19 pandemic dramatically changed all sectors of social life. Following the lead of the World Health Organization (WHO), some governments implemented emergency solutions, such as lockdowns, social distancing, wearing facemasks, self-isolation of people exposed to possible infection, as well as recommending online solutions for all operations and situations that could sustain such activities [1]. The educational system was deeply challenged, since the lockdown in early
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