Abstract
The purpose of this study was to explore the perceptions of Finnish general upper secondary students of teacher assessment practices in foreign language emergency remote teaching (ERT). A total of 251 students answered an online survey, and both quantitative and qualitative methods were used in the analysis of the data. The results show that students found essays, listening comprehension tests, and self-assessments to be the most suitable practices for ERT, while learning diaries, peer assessments, and portfolios were deemed the least suitable. Differences were detected in students’ perceptions in terms of their previous course grades. Most students expressed positive views about their language teachers’ assessment practices in ERT. The results pave the way for expanding and developing current assessment practices in foreign language ERT.
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