Ways of Assessing Students' Progress in School Learning by Language Teachers during the Lockdown and Remote Learning in Poland

Abstract

The aim of the study was to check how language teachers employed in Polish schools assessed students' progress in learning during the period of remote learning. This study used the original questionnaire, which consisted of 15 questions regarding the implementation of a specific research goal. 110 language teachers employed in state primary, secondary and vocational schools located in the central and northern part of Poland participated in the study. In assessing students' progress in school learning during the remote learning period, language teachers most often used: homework assigned to students; various types of oral and written assignments (essays, tests, oral class assignments); semester tests; short tests commencing the lesson; and partial grades to assess the class performance. Research shows that language teachers adopted various forms and methods of assessing students' progress in school learning during the distance learning period, but the dominant ones were the forms and methods of assessment that required the least amount of time from them.